DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 



BULLETIN, 1916, NO. 19 



STATE 
HIGHER EDUCATIONAL INSTITUTIONS 

OF IOWA 



A REPORT TO THE IOWA STATE BOARD OF EDUCATION 

OF A SURVEY MADE UNDER THE DIRECTION OF 

THE COMMISSIONER OF EDUCATION 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1916 




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DEPARTMENT OF THE INTERIOR 

ti.S, BUREAU OF EDUCATION 



BULLETIN, 1916, NO. 19 



STATE 
HIGHER EDUCATIONAL INSTITUTIONS 

OF IOWA ^*~ 

A REPORT TO THE IOWA STATE BOARD OF EDUCATION 

OF A SURVEY MADE UNDER THE DIRECTION OF 

THE COMMISSIONER, OF EDUCATION 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1916 



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ADDITIONAL COPIES 

OF THIS PUBLICATION MAY BE PROCURED FROM 

THE SUPERINTENDENT OF DOCUMENTS 

GOVERNMENT PRINTING OFFICE 

WASHINGTON, D. C. 

AT 

25 CENTS PER COPY 



D. of D. 
OCT 19 1918 



CONTENTS. 



rage. 

Letter of transmittal 5 

Introduction 7 

Chapter I. — Higher education in Iowa, with incidental reference to 

public secondary education 15 

Chapter II. — Expenditures of Iowa State institutions of higher education- 38 

Chapter III. — Duplication and the principle of major lines 48 

Chapter IV. — -Graduate work : 59 

Chapter V. — Liberal arts work in the Iowa State College 66 

Chapter VI. — Extension work :__ 75 

Chapter VII. — Duplication of work in psychology and education 78 

Chapter VIII. — Home economics in the three State educational institu- 
tions 83 

Chapter IX. — Subcollegiate work • 88 

Chapter X. — Courses in journalism 93 

Chapter XI. — Courses in commerce or a school of commerce 96 

Chapter XII. — A study of the use of buildings at the Iowa State institu- 
tions . 99 

Chapter XIII. — Building costs 114 

Chapter XIV. — The physical education of women 116 

Chapter XV. — The work and remuneration of the instructional staffs of 

the Iowa State institutions . . 117 

Chapter XVI. — Observations on State and institutional administration 125 

Chapter XVII. — General summary of recommendations 136 



APPENDIXES. 



(A) Discussion of certain departments at Iowa State College 141 

(B) Extension work 145 

(C) The housing of women students 153 

(D) Substance of letter addressed to the editors of journals published in 

the State of Iowa 155 

(E) Buildings and classification of space 156 

(F) Student clock hours, salaries, expenditures 158 

Index 221 

3 



LETTER OF TRANSMITTAL. 



Department of the Interior, 

Bureau of Education, 
Washington, August 21, 1916. 
Sir: I am transmitting herewith for publication as a bulletin of 
the Bureau of Education the report of the survey of State higher 
educational institutions of Iowa, made under my direction for the 
Iowa State Board of Education by the following committee ap- 
pointed by me for that purpose : 

Dr. James R. Angell, dean of the faculties of liberal arts, literature, and 

science of the University of Chicago. 
Dr. Kendric C. Babcock, dean of the college of arts and sciences of the 

University of Illinois. 
Dr. Liberty H. Bailey, formerly director of the New York State College of 

Agriculture. 
Dr. Hollis Godfrey, president of Drexel Institute, Philadelphia. 
Dr. Raymond M. Hughes, president of Miami University. 
Mrs. Henrietta W. Calvin, specialist in home, economics, Bureau of Education. 
Dr. Samuel P. Capen, specialist in higher education, Bureau of Education 

(chairman). 

This report and the conclusions in the form of constructive recom- 
mendations were unanimously agreed upon by the members of the 
survey committee and approved by me. 

The publication of this and reports of somewhat similar surveys 
made by this bureau should tend toward the establishment of 
more definite standards in the various fields of education and the 
formation of certain national policies which may gradually be 
adopted, always of course with necessary local modifications, 
throughout the country. 
Respectfully submitted. 

P. P. Claxton, 

C ommissioner. 
The Secretary of the Interior. 

5 



STATE HIGHER EDUCATIONAL INSTITUTIONS OF IOWA. 



INTRODUCTION. 

In the latter part of February, 1915, the Iowa State Board of 
Education requested the assistance of the United States Bureau of 
Education in the preparation of a budget for the three State higher 
institutions under the board's control. The invitation to the Com- 
missioner of Education, in addition to rehearsing the recent history 
of the Iowa State institutions and suggesting the matters on which 
advice was desired, stated specifically : 

That the State board of education has no desire to reopen the coordination 
question in the sense of combining the colleges of engineering and home 
economics as organized at the State University of Iowa and the Iowa State 
College of Agriculture and Mechanic Arts, or the abandonment of the college 
courses at the Iowa State Teachers College; but the Iowa State Board of 
Education would like to know whether it would be possible, without resorting 
to such radical action as mentioned above, to reduce duplications. 

It was the board's expectation that the necessary examination of 
the institutions and study of their needs might be made during 
the academic year 1914-15. 

The importance of the task, together with other engagements of 
the Commissioner of Education and his subordinates, made it seem 
unwise to undertake the enterprise within the period contemplated 
by the board. The Commissioner of Education was convinced that 
such an investigation should be made with due deliberation. He ac- 
cordingly informed the board of his inability to assume the direction 
of it until the following autumn. 

On May 15, 1915, a meeting of the board was held at Des Moines, 
which was attended by the Commissioner of Education and Dean 
K. C. Babcock, of the University of Illinois, special collaborator 
of the Bureau of Education. At this meeting formal sanction for 
the survey of the three State institutions was voted by the board 
and a memorandum furnished of the questions upon which infor- 
mation and counsel were especially desired. The following reso- 
lutions were passed: 

Be it resolved, That the Iowa State Board of Education hereby requests 
Hon. P. P. Claxton, Commissioner of Education, to make a survey of the insti- 
tutions of higher learning under this board, said survey to be made according 
to the plans suggested by the commissioner, who is hereby authorized to 

7 



8 STATE HIGHEK INSTITUTIONS OF IOWA. 

employ such assistance as he deems necessary, the amount of compensation for 
such assistants to be agreed upon by the commissioner and the board; and 

Be it further resolved, That the president of the Iowa State Board of Educa- 
tion and the finance committee be authorized to represent the board in all mat- 
ters relating to the survey; and that the commissioner be requested to mate 
a report of said survey, to the State board of education, not hater than 
March 1st, 1916. 

In its memorandum to the commissioner, the board requested that 
inquiry be made into the following matters: 

1. The duplication in courses in education and psychology between 
the State university and the college of agriculture and mechanic arts. 

2. The extent to which courses in liberal arts are offered at the 
Iowa State College of Agriculture and Mechanic Arts. 

3. The advisability of giving courses in journalism at the State 
college of agriculture and mechanic arts and the desirability of 
establishing a school of journalism, with a recommendation as to 
its location. 

4. The status of graduate work at each of the three State institu- 
tions, with the expression of an opinion by the investigators as to 
the possibilities of preventing duplication in this department. 

5. The feasibility of consolidating the extension work of the 
three State-supported institutions. 

6. The adequacy of the buildings, and the economy exercised in 
their use, at the State university, the State college of agriculture 
and mechanic arts, and the State teachers college. Specifically the 
opinion of the investigators was requested as to whether a general 
library and auditorium, or a botany and geology building, should 
be provided at the State university within the next biennium. , 

7. The best avenues of expansion of the State university and the 
State college of agriculture and mechanic arts, with special refer- 
ence to the advisability of adding new colleges or departments to 
meet present or future educational needs of the State. The investi- 
gators were asked especially for a recommendation concerning the 
establishment of a college of commerce. 

The Commissioner of Education believed that such an inquiry 
could best be undertaken by a group of persons whose training and 
experience would fit them to deal with general administrative prob- 
lems in higher education in a constructive way, and who as individ- 
uals might respectively bring special knowledge to bear upon the 
definite questions raised in the board's memorandum. He therefore 
appointed, with the approval of the State board of education, the 
following persons to act as a survey commission : 

Dr. James It. Angell, dean of the faculties of liberal arts, literature, and 
science of the University of Chicago. 

Dr. Kendric C. Babcock, dean of the college of arts and sciences of the Uni- 
versity of Illinois. 



INTRODUCTION. 9 

Dr. Liberty H. Bailey, formerly director of the New York State College of 

Agriculture. 
Mrs. Henrietta W. Calvin, specialist in home economics, Bureau of Education. 
Dr. Hollis Godfrey, president of Drexel Institute, Philadelphia (consulting 

member ) . 
Dr. Raymond M. Hughes, president of Miami University. 
Dr. Samuel P. Capen, specialist in higher education, Bureau of Education 

( chairman ) . 

The commission was organized in July. During the latter part 
of the summer certain of its members devoted themselves to the study 
of the printed material bearing upon the Iowa situation. The 
Bureau of Education furnished summaries of various documents 
and statistical compilations, which were circulated among the mem- 
bers of the commission. 

The commission met on the 6th of October in the office of the 
Commissioner of Education at Washington and outlined the plan of 
the survey. In addition to the questions raised by the board of 
education in the memorandum already mentioned, it was determined 
to study with some care certain phases of administrative efficiency, 
especially those relating to the amount of teaching carried by mem- 
bers of the faculty, the size of classes, the standards of admission and 
promotion in the three institutions and their enforcement, and the 
machinery of general administration. Sanction for this extension 
of the field of the inquiry was found in the statement presented 
by the board to the Commissioner of Education in connection 
with its original invitation to him (mentioned in the first para- 
graph of this introduction) to undertake the survey. As essential 
to a proper estimate of the present status and future development 
of the State-supported institutions, the commission decided to con- 
sider the whole field of higher education in Iowa. The several topics 
to be studied were apportioned to subcommittees of the commission, 
the appointments to these subcommittees being based upon what was 
felt to be the peculiar aptitude of each member of the commission 
developed through previous administrative or teaching experience. 

Before proceeding to study the institutions on the ground, the 
commission issued through the Bureau of Education detailed in- 
quiries to the presidents, registrars, deans, and directors of the de- 
partments having to do with the questions under investigation. 
The material thus collected was summarized in part at the Bureau 
of Education and in part at the offices of the members of the com- 
mission who are not connected with the bureau. 

The Bureau of Education also prepared a letter of inquiry con- 
cerning the educational needs of the State, which, through the co- 
operation of the State board of education, was sent to presidents 



10 STATE HIGHER INSTITUTIONS OF IOWA. 

of chambers of commerce, heads of granges, newspaper editors, 
superintendents of schools, and certain other citizens of distinction. 
One hundred and forty-one replies were received. The text of the 
letter follows: 

Department of the Interior, 

Bureau or Education, 
Washington, October 18, 1915. 

My Dear Sir: At the request of the Iowa State Board of Education the 
United States Commissioner of Education has appointed a survey commission 
to make a report upon the conditions and needs of the three State-supported 
institutions of higher education in the State of Iowa. 

It would be of great assistance to the commission to learn from represen- 
tative citizens and from influential organizations the opinion of the State 
regarding the efficiency of organization and management of these institutions, 
the wisdom of their educational policies, the possible avenues of waste through 
unnecessary duplication, and the most profitable lines for their future de- 
velopment. I therefore take the liberty of asking you to address to me, for 
the benefit of the commission, a brief statement which will cover the following 
points : 

1. In your judgment is each of the three higher institutions occupying fully 
and exclusively the sphere which properly belongs to it? 

2. Are there general defects in policy or management of any one of the 
institutions which have prevented its proper development or disturbed the 
balance which would prevail between three State schools founded for three 
distinct purposes? 

3. Do you think it desirable to maintain the State institutions of higher 
education on a sound and generous basis, providing from time to time for 
their physical expansion to keep pace with the increasing complexity of higher 
education and with the possible growth of the State? 

4. Would you suggest any new activities, directly or indirectly, for the benefit 
of the people of the State which any one of the institutions should take up? 

5. In your opinion what occupations and industries promise to be most im- 
portant to Iowa in the near future? Is there already ample provision for 
training in these lines ; or should the State-supported higher institutions give 
special attention to the development of training in some of them? 

The commission desires the frankest expression of opinion on these sub- 
jects and on any others that you may care to discuss. Your communication 
will be regarded as strictly confidential. 

May I urge you to reply in the inclosed penalty envelope not later than 
November 1st. 

Sincerely, yours, 

P. P. Claxton, Commissioner. 

In issuing the letter the commission had two ends in view. First, 
it desired to ascertain the attitude of leading citizens of the State 
toward the State's higher institutions, to construct for itself the 
atmospheric setting of these institutions. Second, it wished to secure 
the opinion of those citizens of Iowa best informed and best qualified 
to speak concerning the probable future development of the State 
and the new or enlarged educational facilities which this develop- 
ment might demand. Both of these purposes were achieved. Most 
of the replies were conscientiously prepared. Taken together, they 



INTRODUCTION. 11 

have not only cast much light on the whole higher educational 
situation, but they have revealed in a striking way the spirit of the 
State. A few of the replies are truly notable documents. 

The period from November 8th to November 19th was devoted by 
the commission to visiting the institutions. President Godfrey was 
represented in this part of the work by Mr. H. T. Murray, of Drexel 
Institute. The commission spent four days at Iowa City, two at 
Cedar Falls, and five at Ames. The procedure during these visits 
was in brief as follows : 

After a preliminary view of the grounds and buildings the mem- 
bers of the commission separated and individually or in groups of 
two interviewed the principal officers of each institution, including 
as many heads of departments as possible. Certain of the members 
examined with care the educational and financial records and all 
documents relating to the use of buildings. At the State university 
and the State college of agriculture and mechanic arts it held hear- 
ings attended by the presidents, deans, and certain heads of depart- 
ments in these institutions. At the State teachers college it held a 
hearing attended by the president and the head of the department of 
education, who is also the director of study-center work. A steno- 
graphic report of each of these hearings was made and a copy given 
to the president of the institution concerned. 

On the 17th of November the commission had an audience with 
Gov. Clarke, discussing with him the more important features of 
the educational situation. Subsequently the members called upon 
Supt. Deyoe and obtained from him a statement of the relations 
between the department of public instruction and the administra- 
tion of the higher institutions of the State. 

On the 18th of November the commission met with the State board 
of education in Des Moines and discussed certain of its observations 
and the scope of its report. The members pointed out to the board 
that, in their opinion, the commission should be allowed to exceed 
the definite limits originally laid down and to take up in its report 
other matters than those mentioned in the memorandum presented 
to the Commissioner of Education in May. While this memorandum 
had served thus far as a guide for the commission's inquiries and 
deliberations, nevertheless other issues had constantly obtruded 
themselves upon the attention of the commission — issues which the 
members had come to believe were fundamental to the situation, and 
which should be taken into account, if the report were to have any 
value. The board was convinced by the discussion that, to render 
the best service, the commission should be free to treat any parts of 
the educational situation in Iowa that might be necessary. 



12 STATE HIGHEE INSTITUTIONS OF IOWA. 

In accordance with this understanding, the commission has ven- 
tured upon a general consideration of the question of duplication. 
It ay as felt that recommendations could not consistently be made 
regarding the prevention of duplication in certain specified lines, 
particularly in the field of graduate work, without account being 
taken, at the same time, of the whole extensive area of duplication. 
The effort has been to show that almost all cases of duplication are 
symptoms of the same organic defect, and that these symptoms can 
not be permanently remedied by a series of small, palliative measures, 
but only by action designed to remove the defect itself. Certain 
principles are proposed which it is believed will, if applied, achieve 
the desired result. The commission is desirous of having the fact 
distinctly understood, however, that this wider discussion is under- 
taken wholly on the commission's own initiative, and that the con- 
sent of the board to the embodiment of it in the report was obtained 
only after the commission's investigations were practically finished. 
This statement is made in order that the position of the board in the 
matter may not be misconstrued. 

The commission has not attempted to go into past institutional 
difficulties or to investigate questions of legality. The members have 
considered it their duty to judge educational conditions as they 
found them, to determine the status of each institution as now de- 
veloped, and to recommend policies and administrative readjustments 
which they believe to be right in principle, which have the sanction 
of practice in other progressive States, and which the commission 
thinks will solve Iowa's most vexed educational difficulties. 

To restore and preserve peace between the State higher schools, to 
facilitate a harmonious evolution of the State's higher educational 
system and of each of its parts — these are the ends which the State 
itself seeks. They are the ends which the commission has held 
constantly in view. If the commission's advice seems to the board 
and to the people of Iowa worth adopting, and if it is found that 
existing laws interfere with such adoption, the remedy is to change 
the laws; but the commission offers no definite recommendations as 
to legislation. 

On the 19th of November the commission disbanded in Des Moines, 
two of its members visiting before their return certain of the officials 
of privately supported higher institutions in the State and three 
high schools of different types. The composition of the report, to 
which each member contributed one or more sections, occupied the 
following eight weeks. A brief of the findings of fact upon which 
each of the sections of the report was based was sent to the officers 
of each of the institutions with the request that any inaccuracies of 
statement be corrected. The facts, therefore, upon which the final 



INTRODUCTION. 13 

report of the commission rests have been attested by the persons best 
qualified to speak concerning them. For the interpretation of these 
facts, which is its chief business, the commission takes entire re- 
sponsibility. 

The commission met in Washington January 3, 4, and 5, 1916, 
discussed the final form of the report, and decided upon certain 
minor revisions. 1 The separate contributions were then edited and 
combined in a single document by the Bureau of Education. 

It will, of course, be apparent to any student of education that 
the survey does not cover all matters of interest and importance re- 
lating to the management of the State higher institutions. Depart- 
mental organization, for instance, receives very limited treatment. 
The only phase of student life touched upon is the housing of women 
students. No attempt was made to estimate the quality of class- 
room instruction or the professional equipment and standing of 
members of the three faculties. Indeed, there are a score of topics 
which would doubtless offer profitable fields for investigation which 
the commission did not consider. Some of these are mentioned 
later (see pp. 112, 124). Several others upon which the commission 
gathered extensive data are not included in this report. The con- 
tents of the report, and in a general way the commission's investiga- 
tions, were determined by two considerations. The first of these was 
Iowa's complex administrative problem, the problem of organizing 
the component parts of its higher educational system so that they 
will work cooperatively, harmoniously, without mutual interference, 
and with the minimum of waste for the common welfare of the State. 
The second was the board's memorandum, which raised certain defi- 
nite questions upon which advice was desired. The commission now 
reports on each of these questions, although it has thought best to 
discuss them in a different order from that suggested by the board. 

The commission takes this opportunity to record its grateful 
recognition of the courtesy and cordiality with which it has every- 
where been met. Not only the members of the board of education 
and the finance committee, but also all the officials with whom it 
came in contact at each of the three institutions have manifested an 
eagerness to cooperate and a keen desire to spare it trouble, or delay. 
The burden imposed by some of the commission's inquiries has been 
heavier than would probably be guessed by those not familiar with 
educational investigations. The principal weight of it has fallen on 
the recording and reporting officers, yet these officers have in every 
case gathered the information requested promptly and cheerfully. 
The frank and friendly spirit in which all three faculties have re- 

1 It is worth recording that the commission has never had a divided vote. Every 
recommendation in the report has been carried unanimously. 



14 STATE HIGHEK INSTITUTIONS OF IOWA. 

ceived the commission has transformed what might have been an 
arduous though interesting task into a delightful experience upon 
which every member of the commission will look back with satisfac- 
tion. 

On February 15 and 16 the chairman and two other members of 
the commission met the State board of education in Des Moines and 
submitted a preliminary draft of the report. The purpose of this 
conference was to determine whether there appeared in the report 
any errors in statement of fact concerning those matters of which 
the board has special knowledge. A few minor changes in the phras- 
ing of portions of the report were made as the result of the meeting, 
but no changes in the substance of the recommendations. No recom- 
mendations were added and none were eliminated. 

On February 23 the report was submitted to the Commissioner of 
Education. As the result of a conference between him and two 
members of the commission on February 26 one recommendation 
was slightly modified. 

On February 28 the chairman and two members of the commission 
met with the presidents of the three institutions in Chicago and put 
before them the same preliminarjr draft of the report which had 
been presented to the State board of education. The purpose of 
this conference was similar to that of the meeting in Des Moines on 
the 15th and 16th of the month. The commission wished to be sure 
that no misstatements of fact remained through inadvertence in the 
document. During the course of the conference the presidents were 
informed of the changes in phraseology adopted as the result of the 
earlier conference. In all cases these changes met with their ap- 
proval. The presidents in turn suggested certain other modifica- 
tions not affecting the structure of the report, which the commission 
was ready to adopt. In addition, it appeared that certain minor 
recommendations relating to the provisions for physical training 
for women at the State teachers college were based upon an erro- 
neous conception of the actual conditions. These, together with the 
discussion relating to them in the body of the report, were eliminated. 

On March 17, after the changes mentioned had been reported to 
the other members of the commission and had received their ap- 
proval, the manuscript of the report was turned over to the Bureau 
of Education for publication as a bulletin of the bureau. A synopsis 
of the report was also prepared and, simultaneously with the ap- 
pearance in print of the full document, was sent to the Iowa State 
Board of Education for publication in the daily press. 



HIGHER EDUCATION IN IOWA. 15 

Chapter I. 

HIGHER EDUCATION IN IOWA, WITH INCIDENTAL REFER= 
ENCE TO PUBLIC SECONDARY EDUCATION. 



BOARDS AND STATE AUTHORITIES. 

Control of public higher and secondary education in Iowa is vested 
in several boards and officials, whose functions are prescribed by act 
of legislature. These are the State board of education, created in 
1909, the finance committee of the State board of education, the State 
superintendent of public instruction, and the State board of educa- 
tional examiners. The State superintendent of public instruction 
is authorized by law to appoint a State inspector of normal train- 
ing in high schools and private and denominational schools and State 
inspectors of graded and high schools. The State board of educa- 
tion appoints the State inspector of secondary schools, and cooper- 
ates with the institutions under its control in the appointment of a 
board on secondary school relations. 

THE STATE BOARD OF EDUCATION. 

The State board of education consists of nine members appointed 
by the governor for terms of six years and serving without compen- 
sation, save for a small per diem to cover the expenses of travel. It 
is charged with the government of the State university, the college 
of agriculture and mechanic arts, the teachers college, and the school 
for the blind, and its powers extend to the appointment of all officers 
and employees of these institutions and the fixing of their salaries. 
It directs the expenditure of all State money .appropriated to the 
institutions, and submits biennially to the legislature estimates of 
appropriations needed for their future support. 

FINANCE COMMITTEE OF THE STATE BOARD OF EDUCATION. 

The board is assisted in its management of the State higher insti- 
tutions by a finance committee of three, appointed by the board itself 
from outside its membership, which performs the functions of an 
executive committee of the board. The powers and duties of the 
finance committee are only vaguely defined in the act authorizing 
its appointment. Its members receive a salary of $3,500 a year each, 
and are expected to devote all their time to duties assigned them in 
connection with the higher institutions. They are required to visit 
each institution each month and familiarize themselves with its 
work. The secretary of the committee acts as secretary of the board. 



16 STATE HIGHER INSTITUTIONS OF IOWA. 

THE INSPECTOR OF SECONDARY SCHOOLS. 

Shortly after its creation in 1909, the State board of education es- 
tablished the office of inspector of secondary schools. This official 
continues under the direction of the board the practice carried on for 
some years previously by the university. He is charged with the duty 
of visiting such high schools in the State as desire to be accredited x 
by the State higher institutions, and passes upon their equipment 
and standards. 

THE BOARD OF SECONDARY SCHOOL RELATIONS. 

The inspector of secondary schools is chairman of the board on 
secondary-school relations, consisting, besides himself and his assist- 
ants, of a member of the faculty of each of the three State higher 
institutions appointed by the president of the institution and ap- 
proved by the State board of education. The board on secondary- 
school relations considers and submits to the faculties of the three 
institutions recommendations on all matters respecting the standards 
to govern the accrediting of schools. These recommendations become 
operative when approved by the three faculty bodies. 2 

STATE SUPERINTENDENT OF PUBLIC INSTRUCTION. 

The State superintendent of public instruction, who presides over 
the department of public instruction, is appointed by the governor 
for a term of four years and receives a salary of $4,000. This official 
has general supervision and control over the rural, graded, and high 
schools of the State and over all other State and public schools, 
except those under the direction of the State board of education or 
the State board of control. 3 Among his legally prescribed duties are 
the classification of the various public schools and the formulation 
of suitable courses of study for them. As it relates to the high 
schools, this classification is especially important, for on it depends 
the right of three types of schools to claim State or district subsidies. 
Children of rural sections which do not maintain high schools may 
attend high schools in neighboring districts, the home district paying 
their tuition at the rate of $3.50 per month. To collect this tuition 

1 An accredited school is one whose standards and equipment have been approved by 
the agents of a higher institution (generally the State university) and whose graduates 
are accepted for entrance by that institution without examination. 

2 In 1909 the State board of education appointed a committee of 15, representing the 
faculties of the three State higher institutions, to agree upon a common basis for the 
relationship between the public high schools and the State institutions. Upon recom- 
mendation of this committee, uniform entrance requirements were adopted for similar 
courses at all three institutions, and it was agreed that no one of the institutions should 
change its entrance requirements without notice to the others. 

3 This body has charge of the institutions for the defective, delinquent, and invalided. 



HIGHER EDUCATION IN IOWA. 17 

for outside pupils, a high school must be approved by the State 
department of public instruction. State aid to the amount of $750 
per annum is granted to high schools which maintain courses for 
the training of rural teachers satisfactory to the State superintendent 
of public instruction. The same amount is also granted to consoli- 
dated schools offering courses in agriculture, domestic science, and 
manual training which are approved by the State superintendent of 
public instruction. 

INSPECTORS OF THE STATE DEPARTMENT OP PUBLIC INSTRUCTION. 

To assist him in determining the eligibility of these three classes 
of schools for approval and to aid in the general work of supervision, 
the State superintendent of public instruction appoints, under the 
law, an inspector of normal training in high schools and private and 
denominational schools, also one and not to exceed three inspectors of 
graded and high schools. 

STATE BOARD OP EDUCATIONAL EXAMINERS. 

The State board of educational examiners controls the certification 
of teachers. It is composed of the State superintendent of public 
instruction, who acts as chairman, the president of the university, 
the president of the State teachers' college, and two other persons 
appointed by the governor for terms of four years. The acts defining 
the powers and functions of this board specify in some detail the 
procedure to be followed in the issuance of different classes of teachers' 
certificates. The board is authorized to accept graduation from 
regular collegiate courses in the State higher institutions and other 
institutions within and without the State judged of equal rank, as 
evidence that a teacher possesses the scholarship and professional 
fitness for a State certificate. For a first-class certificate, however, 
collegiate courses amounting to 14 hours in education and 6 hours in 
psychology are required. 

SECONDARY EDUCATION IN IOWA. 

The population of Iowa was 2,231,853 in 1900, and 2,221,755 in 
1914. In the interval it has risen slightly and dropped again. Re- 
ports made to the Bureau of Education showed that there were 51,828 
pupils enrolled in public and private high schools and in the pre- 
paratory departments connected with higher institutions in 1914. 
This represents a gain of approximately 18,000 in 14 years, without 
any gain — indeed in the face of a slight loss — in the population. 

The rate of increase in secondary-school enrollment has also been 
substantially constant throughout the period. These facts are ex- 
41817°— 16 2 



18 



STATE HIGHER INSTITUTIONS OF IOWA. 



hibited graphically in the accompanying diagram (diagram 1), which 
shows the curve of secondary-school enrollment from 1895 to 1914 
applied to the curve of population. All but a small portion of this 



189tf 
55,000 



50,000 



1895 



1900 



1905 



1915 
1910 |1914 



45,000 



40,000 



55,000 



30,000 



25,000 



80,000 



15,000 

2,500,000 



2,000,000 
1,912.000 











I J 51 
y[5(j97 


328 
i 








/ 


46262 ! | 


















\ 


/3S575 


'teS'zd 






• 


ft 

/ 






















~7 












16483 


















^064,000 


"£231.000 


a,39i.ooo 


i iy 


9 o°° 


2,^25,000 





Diagram 1. — Secondary students and population. 



increased enrollment has occurred in the public high schools. In 
1900, for instance, 13 per cent of the secondary-school pupils were 
in private secondary schools or the preparatory departments of 



HIGHEK EDUCATION IN IOWA. 



19 



colleges; in 1914 only 11.5 per cent were in other than public sec- 
ondary schools, the gain in enrollment during the 14 years being 
but 996. 

It is also interesting to note that during the period from 1900 to 
1914 there was a slight gain in the relative number of students in the 
graduating classes of secondary schools. In 1900, 12.9 per cent of 



1895 



1900 



1905 



1910 



8,250 



7,500 



6,750 



6,000 



5,250 



4,500 



3,750 



3., 000 



1915 
1914 









// 


/, 


8119 
95 






A 


r/ 










. ii 


^6615 








i 


* / 

' / / 


tf 

t 










/ ^ 
/ ^ 










^383 „ 


t 








'sw^ 













Diagram 2. — Graduates of secondary schools. 



the total secondary-school enrollment was in the senior year. In 
1914 the percentage was 14.2. The curve illustrating the numerical 
increase in students in the graduating classes of secondary schools 
is shown in diagram 2. 



20 



STATE HIGHER INSTITUTIONS OF IOWA. 



The increase in public secondary education is not phenomenal. 1 
Indeed the appended table (Table .1) indicates that a number of other 
States have outstripped Iowa in the rate of gain. Those States were 
selected for inclusion in the table which were known to have made 
considerable progress in secondary education in the past 15 years. 
But Iowa has an exceedingly large proportion of the total popula- 
tion receiving secondary education. Only one State — Utah — reports 
a greater percentage of the total population in secondary schools. 
Although the slight flattening of the curve for the past two or three 
years in diagram 1 indicates that the rate of growth of Iowa sec- 
ondary schools is now a little slower, nevertheless, it appears that 
Iowa must contemplate the likelihood of having a much larger 
percentage of its total population in secondary schools in the future 
and of being called upon to spend yet greater sums for this branch 
of public education. Educationally advanced as the State is in 
comparison with many others, it still falls far short of realizing the 
ideal cherished not only by educators, but by most intelligent citi- 
zens, namely, the provision of adequate facilities for suitable sec- 
ondary education for every child of school age. 

Table 1. — Percentage of change in population, school population, and secondary 
enrollment in certain States from 1895 to 1914. 

[Figures in italic indicate percentage of loss; other figures, percentage of gain.] 





Iowa. 


Georgia. 


North Carolina. 


Tennessee. 


Illinois. 






£ 


a 




P 


^p 
S* © 

£8 




P 


P 




P 


P 




P ■ 


P 


Years. 


| 


&p 


bp 

la 


| 


Ph 
O . 

PhP 
O 


1 


Ph 
O . 

PhP 

.2 


>>p 
Js © 


"3 


ftp 
.2 


^a 


p 
•2 


ftp 


^>P 

£a 




P 
ft 
O 


S3 


ps 

O O 

8* 


Ph 
O 

Ph 


■a 


PP3 
o o 


d 

Ph 
O 


o-k 
•3 


ppj 

§8 


p 


■a 


m 
s* 


p 
ft 
o 




PP3 

82 




Ph 


CQ 


02 


cg 


02 


Ph 


02 


02 


Ph 


02 


02 


Ph 


OQ 


02 


1895-1900 


8.1 


6.4 


34.7 


13.4 


13.4 


7.8 


10.2 


10.2 


12.0 


8.8 


10.7 


8.5 


9.9 


9.9 


31.2 


1900-1905 


7.2 


2.8 


11.1 


8.6 


2.0 


9.3 


7.3 


1.0 


5.6 


6.3 


.7 


15.6 


10.3 


6.8 


19.8 


1905-1910 


7.0 


7.0 


17.0 


8.5 


3.4 


35.2 


8.6 


2.1 


54.6 


1.8 


1.5 


51.6 


6.0 


3.2 


32.7 


1910-1914 


.1 


7.9 


12.3 


6.4 


6.8 


29.3 


6.0 


10.4 


35.7 


3.2 


2.9 


22.1 


6.2 


4.5 


17.6 




Minnesota. 


Michigan. 


Washington. 


California. 


Utah. 






P 


§ . 




P 


P 




P 


P 




P 


P 




P 


P 


Years. 


P 
o 


Ph 
O . 

ftp 


| 


Ph 
O . 
PhP 




i 


Ph 
O . 
PhP 


>>P 


J 


ft 
o . 

ftp 


£?% 


| 


ft 
o . 

ftp 


© . 




C3 


JO 


-Sfi 


03 


,o 


$$ 


C3 


.2 


$n 


3 




3§ 


"e3 




$B 




p 

ft 
O 




PP3 
o o 
9. ^ 


P 
Ph 
O 

Ph 


8* 


S3 

© <- 


P 
Ph 

O 






p 




ppi 

O O 

8* 


■a 

o 


3 


PP3 
o o 
o n 




Ph 


02 


02 


02 


02 


Ph 


02 


02 


Ph 


02 


02 


Ph 


02 


m 


189.5-1900 


7.7 


7.7 


33.9 


6.4 


7.4 


27.3 


9.1 


0.8 


65.1 


6.8 


6.9 


32.4 


4.5 


4.5 


33.3 


1900-1905 


12.6 


14.3 


41.3 


7.3 


4.5 


16.1 


15.5 


39.3 


97.4 


9.2 


5.1 


65.8 


11.9 


12.4 


32.4 


190.5-1910 


5.3 


5.3 


45.0 


9.9 


9.7 


20.1 


90.8 


70.5 


111.7 


46.7 


45.9 


46.0 


20.5 


20.6 


39.9 


1910-1914 


6.7 


1.8 


32.2 


5.9 


3.5 


25.5 


23.3 


19.5 


36.0 


16.0 


.73 


47.4 


11.0 


1.1 


34.7 



1 For curves of the secondary-school enrollment in Ohio, see Appendix. 



HIGHER EDUCATION IN IOWA. 



21 



Table 1. — Percentage of change in population, school population, etc. — Contd. 





Massachusetts. 


New York. 


Ohio. 


Connecticut. 


Pennsylvania. 






ri 


fl 




fl 


pj 




i 


a 




6 


fl 




a 


a 


Years. 


o 

1 

o 


ft 
o . 




o 

s 

ft 
o 
Ph 


ftfl 
•2 


3* 


ft 

o 


ftg 

3 


© . 

>>a 

an 

O o 


J 
ft 

o 


ft 

o . 

ftfl 
•2 

§2 
■a 


o o 

8* 


a 

JO 

3 


& 2 


© . 

31 

fl^5 

82 




Ph 


CO 


CQ 


cq 


02 


Ph 


CQ 


CQ 


Ph 


CQ 


CQ 


Ph 


CQ 


CQ 


1895-1900 


13.4 


13.4 


26.7 


13.7 


13.8 


62.4 


9.8 


9.8 


33.5 


13.3 


13.6 


26.2 


8.2 


8.2 


33.4 


1900-1905 


10.2 


7.0 


24.9 


8.7 


5.8 


21.7 


5.8 


i.3 


16.9 


8.9 


6.1 


14.7 


8.3 


3.0 


28.2 


1905-1910 


9.0 


6.0 


18.3 


15.3 


9.4 


30.4 


8.3 


7.6 


6.6 


12.7 


12.5 


31.8 


11.0 


4.5 


31.2 


1910-1914 


7.1 


10.6 


24.1 


8.6 


8.9 


24.2 


5.5 


10.5 


16.1 


7.9 


8.1 


38.4 


7.6 


8.6 


33.8 



The public secondary schools, which enrolled in 1914 between 
45,000 and 46,000 pupils, may, for purposes of this study, be divided 
into three classes: Four-year high schools accredited by the State 
board of education; four-year high schools not accredited by the 
board, but approved by the State superintendent of public instruc- 
tion, and high schools approved for less than a four-year course. 
These are distributed numerically as follows : 

Accredited high schools L 351 

Unaccredited, but approved, four-year high schools 115 

High schools approved for less than a four-year course 135 

In addition there is probably a small group of unapproved and 
unaccredited high schools, some of which carry less than a four-year 
course. 1 

It is apparent that a considerable majority of the high schools of 
the State are accredited by State higher institutions. The accredited 
schools enroll also, as might be expected, a disproportionately large 
number of pupils. The total enrollment in the unaccredited high 
schools is reported as less than 5,000.! About 90 per cent of the 
public high-school pupils are, therefore, now attending schools 
equipped to prepare for the best institutions of college grade. More- 
over, 70 of the 115 as yet unaccredited four-year high schools are 
striving to qualify themselves for the accredited relation. Iowa's 
secondary school system, viewed as a whole, offers a channel between 
elementary and higher institutions remarkably free from obstruc- 
tion. It has undoubtedly been one of the most effective agencies 
in the popularizing of higher education. Indeed, a mere statistical 
summary shows that the State has gone far toward the creation of 
a thoroughly coordinated State system of public education. 

As has generally been the case throughout the United States, the 
public institutions which have received least material support and 

1 In spite of repeated requests made to the responsible officials, the commission has 
been unable to secure any accurate and complete numerical summary of the high-school 
opportunities in Iowa. It has been obliged to rely for many items on the returns made 
annually to the Bureau of Education. 



22 STATE HIGHER INSTITUTIONS OP IOWA. 

the smallest amount of service from educational leaders have been 
the schools in small rural communities, both the elementary and the 
high schools. The commission has had no opportunity to study 
elementary education in Iowa. It has been able to give but slight 
personal attention to secondary education, but it is credibly informed 
that the lower schools generally have attained the least satisfactory 
development of any part of the State system. Next after them are 
the small country high schools, many of which maintain less than a 
four-year course and so can not be considered as in line for recogni- 
tion through accrediting by the State higher institutions. These 
statements are in the main borne out by the statistical returns made 
to the Bureau of Education, which show that in elementary educa- 
tion Iowa does not hold the same high relative position as in the 
field of secondary education. 1 

It was undoubtedly the apparent neglect of an important group 
of institutions which led the department of public instruction to 
undertake, in 1914, the task of inspecting the smaller high schools 
and approving those which were maintaining sincere and honorable 
standards and serving the peculiar local needs of their respective 
communities whether these schools were eligible to the accredited 
relation with the State higher institutions or not. The department 
approves one, two, three, or four-year high schools which meet the very 
moderate requirements proposed by it in respect to equipment, or- 
ganization, curriculum, methods of instruction, and general spirit. 
But it does not restrict its inspection to unaccredited schools and 
those ineligible for accrediting ; the accredited schools and the schools 
in the larger places are also included in the sphere of its operations. 

There are, then, two different groups of recognized public high 
schools in Iowa, 2 judged by two different sets of officials using two 
different standards and responsible to two different authorities. The 
tendency of the State department of public instruction will naturally 
be to estimate schools according as they serve local needs, which will 
be perhaps increasingly vocational. The tendency of the State 
board's inspectors will quite as naturally be to consider high schools 
from the point of view of higher institutions. No school can, of 
course, be accredited unless it is equipped to give instruction in the 
subjects required for entrance by the State higher institutions. 3 

In this anomalous situation the stage is set for lack of harmony, 
misunderstanding, and eventual conflict. The fact that these evil 
results have not yet appeared does not remove the danger. The com- 

1 For summaries of school population, attendance, length of school year, per cent of 
total population undergoing elementary education, etc., see Report of the Commissioner 
of Education, Vol. II, p. 1 et seq., 1914. 

2 Mention is not made here especially of the high schools with normal-training classes. 

3 These entrance requirements might be called conservatively progressive, by no means 
as liberal as those of some neighboring State institutions, and, on the other hand, more 
liberal than those of many eastern universities of similar standing. 



HIGHEE EDUCATION IN IOWA. 23 

mission would by no means advocate that all high schools be judged 
by the same criteria, or that no school be granted the encouragement 
of recognition by State authority unless it is equipped to prepare for 
college ; but it considers the inspection of the same schools by different 
authorities offering contrary advice and holding up conflicting ideals 
of development to be a calamity for the smaller high, schools and to 
exhibit a faulty governmental organization. Later in this report 
(see p. 125) various readjustments are suggested looking toward the 
coordination of the two types of inspection and standardization. 

HIGHER EDUCATION IN IOWA. 

Iowa is relatively well supplied with opportunities for secondary 
education. It is almost equally favored with facilities for higher 
education. The Bureau of Education has for several years listed 25 
colleges and universities within the State. Forthcoming lists will 
add another to this number. In the report of this commission Iowa 
is therefore credited with 26 institutions of collegiate rank. 1 These 
are Buena Yista College, Central College, Central Holiness Univer- 
sity, Coe College, Cornell College, Des Moines College, Drake Uni- 
versity, Dubuque College, Ellsworth College, Graceland College, 
Grinnell College, Highland Park College, Iowa State College of 
Agriculture and Mechanic Arts, Iowa State Teachers College, Iowa 
State University, Iowa Wesleyan College, Leander Clark College, 
Lenox College, Luther College, Morningside College, Parsons Col- 
lege, Penn College, Simpson College, Tabor College, Upper Iowa 
University, and Wartburg College. The accompanying maps (maps 
Nos. 1 and 2) show their locations and the population of the State by 
counties according to the census figures of 1910. 

The population of Iowa is evenly distributed. Not only is there 
little tendency toward an increase in density around the few larger 
centers, but there are practically no sparsely populated counties. In 
comparison with that of most other States, also, the population is 
remarkably homogeneous, intelligent, and prosperous. It is pre- 
dominantly agricultural. These facts would of themselves tend to 
distribute the pull of higher institutions rather evenly over the 
State, if the institutions were located strategically so as to avail 
themselves of these favorable conditions. A glance at the maps, how- 
ever, shows that the colleges and universities are concentrated in the 
eastern part of the State. Only four are located west of a line drawn 
north and south to pass just west of Des Moines. Indeed, 16, includ- 

1 To be included in the college list of the Bureau of Education an institution must be 
authorized to give degrees ; must have definite standards of admission ; must give at 
least two years' work of standard college grade, and must have at least 20 students in 
regular college status. 



1:4 



STATE HIGHER INSTITUTIONS OF IOWA. 






too O c3 

-< U £ 

o £~ 

ft** 
-r< cp ±i 



£cQ P 






<L> 



fe ^ o J 



«H 



U OH ^ 0) 



o 

U <u 
bfl 



S ^ J^J <D 



i> u 'S S 



A xi 



fl £ 5? 



S5 S 

<P ^i „ 

Q ~ o5 

bO o 

o P a 



CO 



^4 ,d 






■S SO 
o M ess 5d „ 

w <i) m .. bO 

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<X> O CD S O 

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to . T3 f=i 

S is 2 u " 

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to <-> a> 

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CU 



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a +3 






MS ^/ <*S W (— \ 

UUPhCHh 



■* IO CO b- 



OOciOHNM^lOC^OOOOrlNN^Kl© 
HHHHHriHHHrlNNNNNNN 




HIGHER EDUCATION IN IOWA. 



25 




O^ ' X rl I i- ■ ■ f 3~ I 

* lOl o o • 



CO 

i 1 £!— ■ 

V! V MS! 

^ J _. TO j_.£j 

a O IT/ «rt| o: t^; -^ ^3 ! 



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a, 05 -i u -l S S > to 



05 



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SQ 




26 STATE HIGHER INSTITUTIONS OF IOWA. 

ing 1 of the largest, are in the southeastern quarter of the State. 
In other words, the location of Iowa colleges bears slight relation to 
centers of population. These facts have an important bearing, es- 
pecially on teacher training, a question discussed later in this report. 
The somewhat serious geographical handicap which certain of the 
institutions suffer through the accident of their foundation is hardly- 
offset by the excellent steam and electrical transportation facilities, 
which reach every corner of the State. * 

The opportunities for higher education in these colleges and uni- 
versities in courses leading to degrees may be summarized as follows : 

Table 2. — Number of higher institutions. 



Type of institution. 



Total 
number 
of in- 
stitu- 
tions. 



State 
institu- 
tions in- 
cluded. 



Colleges of arts and sciences 

Schools of theology 

Schools of law 

Schools of medicine , 

Schools of homeopathic medicine 

Schools of veterinary medicine 

Schools of denistry : 

Schools of pharmacy 

Schools or courses of civil engineering 

Schools of engineering (other branches) 

Schools of agriculture 

Schools of music 

Schools of education or courses in education preparing for State certificates. 



Of the 26 institutions, 14 maintain summer schools, 19 have 
academies (preparatory departments), and 3 others subfreshman 
or noncollegiate courses ; 2 2 of the latter are State institutions. 

Certain interesting facts detach themselves at once from this sum- 
mary : First, the majority of collegiate institutions in the State have 
entered the field of professional training in one branch only — educa- 
tion. Second, State institutions have an actual monopoly of training 
in the professions of medicine, dentistry, veterinary medicine, and 
agriculture, and a practical monopoly in engineering. Third, the 
only fields in which two or more State institutions are offering work 
in the same lines leading to a degree are arts and sciences, engineering, 
education, and music. 

1 Most of the colleges are old foundations established before the population became 
stable. 

2 In a State as well supplied with secondary schools as Iowa there appears to be no 
valid educational excuse for the continued existence of so many academic departments 
connected with private colleges. For the majority of these institutions this means a 
division of resources and a probable lowering of scholastic tone. That it is unnecessary 
in order to get properly trained students is evidenced by the fact that several of the 
strongest colleges no longer maintain academies. Moreover, only four academies are 
accredited by the State board of education as qualified to prepare students for the State 
higher institutions. 



HIGHER EDUCATION IN IOWA. 



27 



With one exception, 1 all the higher institutions of the State were 
founded before 1895, i. e., before the period of most rapid increase 
in the number of pupils in secondary schools. Eeference to diagram 
1 (covering the period from 1890 to 1915) shows that the curve of 



1895 



1900 



1905 



1910 



1815 




1,000 



2.500,000 



2,000,000 



Diagram 3.- 



-Enrollment in State and private colleges, 1890-1915, in relation 
to population. 



Note. — In this diagram there were several large variations which seemed to be due to 
errors in collecting the figures rather than to actual conditions. These points have been 
omitted in plotting the curve of private colleges : 1908 — 9,232 ; 1912 — 6,413 ; 1914 — 9,762. 

secondary-school enrollment has the sharpest upward trend from 
1895 to 1900. It is interesting to compare with these enrollment 
figures those of the collegiate institutions during the same period. 

1 Central Holiness University, founded in 1906, and enrolling 41 collegiate students in 
1915. 

2 Highland Park College, which was not in the list of collegiate institutions of the 
Bureau of Education until the present year, is not included in summaries appearing in 
this chapter. 



28 



STATE HIGHEK INSTITUTIONS OF IOWA. 



It appears that there were 2,254 2 students in the collegiate and pro- 
fessional courses (all preparatory and noncollegiate students having 
been eliminated from the returns) of all the privately-supported 
institutions in 1895, and 1,691 in the collegiate and professional 
courses of the State institutions. In 1905 the private higher institu- 
tions enrolled 3,032 and the State institutions 2,473. By 1914 the 



1910 



1915 



1920 



1926 



70,000 








, 






65,000 














60,000 






// 










55,000 




.' Cj 


^ 








50,000 




/ ^ 
/51.828 










45,000 


4&* 


























Z.224,000 


i 


'opulation 










2.000,000 








1,500,000 















Diagram 4. — Forecast of secondary school enrollment to 1925. 

figures had grown to 4,342 for the private colleges, and 5,952 for the 
State colleges. 1 It appears that the most rapid upward movement 

1 Summer-school students are included in these figures and reduced to approximately a 
36 week basis. Figures of the State board are used for State institutions since 1910. 
But attention is especially called to the fact that the figures on which both these curves 
and those in the diagrams are based do not include the large group of special, irregular, 
and noncollegiate students, all of which are reckoned by the higher institutions in their 
total enrollments. 



HIGHEK EDUCATION IN IOWA. 



29 



IdlO 1914 1^15 1920 1925 






10,000 








i 
i 


10,600 






9,000 








J 








8,000 






£/ 


/ 








7,000 






£ 










6,000 


i 


c 

to; 


f 


/' 


6,50O 






5,000 


7 


'59 


50 


* /' 








4,220 
4,000 


/ * 


4s 


50 










3,000 














Z.2ZS.000 


Pop 


u/sition 




Z. 2.00,000 








S//yh 


. decrease. 





Diagram 5. — Forecast of college enrollment to 1925. 
For the enrollment in State colleges and private colleges since 1890, see Diagram 3, p. 27. 



30 STATE HIGHER INSTITUTIONS OF IOWA. 

in both enrollment curves has taken place since 1905, the sharpest 
ascent being within the past five years. Both curves have kept close 
together, although there has been a slight relative gain on the part 
of the State institutions. Neither shows as yet a tendency to flatten. 1 

In view of these facts, the commission may be warranted in hazard- 
ing certain opinions as to the future tendency in the quantitative 
development of higher education in Iowa. First, the increase in the 
enrollment of Iowa colleges is likely to go on at approximately the 
same rate for several years. The reasons for this assumption are: 
(1) The expansion of collegiate enrollments generally follows a few 
years behind the growth of secondary-school enrollment, and Iowa's 
secondary schools have been growing fast for 20 years. (2) Iowa is 
exceedingly prosperous and places a high value on education, as is 
shown by the fact that its relative secondary enrollment is next to the 
highest in the country. (3) In spite of this, nine States and the 
District of Columbia have a larger percentage of the total popula- 
tion in higher institutions. (4) Its higher institutions through 
extension activities and the development of vocational courses are 
now making a particularly strong appeal for patronage. 

The second assumption is that without an increase in the popula- 
tion of the State, not now foreseen, the enrollment in higher institu- 
tions is likely to become fairly stable in the course of the next two 
decades, probably increasing slowly each year thereafter, but no 
longer subject to the rapid annual increases which prove so embar- 
rassing to many administrative officers, and which, in the case of 
State institutions, cause some apprehension in the minds of legis- 
lators. 

Third, the privately endowed institutions will probably continue 
to share the field on more or less even terms with the State institu- 
tions. Each type has its distinctive contribution to make; each is 
strengthened by the presence of the other. But it should not be 
forgotten that citizens of the State to a large extent pay for both. 
In the case of the private institutions the taxation is indirect and 
frequently so distributed in time as to be an inappreciable present 
burden. But it is the money of the citizens of the State that in the 
main founds and supports these institutions. 

An interesting revelation of what the State may reasonably ex- 
pect in the way of educational development is found by continuing 
upward for the next 10 years the curves of secondary and college 
enrollment. According to this forecast the enrollment for 1925 
would be approximately 68,000 in secondary schools, 9,900 in State 
higher institutions, and 6,500 in private colleges (diagrams 4 and 5). 

1 Interesting for comparison are similar enrollment curves for Ohio. See Appendix. 



. HIGHEE EDUCATION IN IOWA. 31 

Of course, precisely the conditions indicated by these imaginary 
curves, especially the relative gain of higher over secondary institu- 
tions, may not occur, but undoubtedly the tendencies may be thus 
indicated. The inevitable conclusion is that, if it wishes to maintain 
its enviable educational position among the States, Iowa must pre- 
pare to spend increased sums of public money for higher education 
for some years to come. 

The present relative positions of the privately supported and the 
State-supported higher institutions may be made clearer if each 
group is considered separately for a moment. 

PRIVATELY SUPPORTED COLLEGIATE INSTITUTIONS. 

The great majority of privately supported colleges of Iowa were 
founded and are still maintained by religious denominations. Their 
denominational affiliations, together with their total collegiate en- 
rollments (excluding summer schools) for the year 1914r-15, may be 
summarized as follows: 

Five Methodist 1, 350 

Three Presbyterian 1_ 212 

Two Baptist - — 288 

Two Lutheran 168 

One Roman Catholic : x 157 

One Latter Day Saints 24 

One Friends 166 

One Congregationalist 1 19 

One United Brethren : 77 

One interdenominational > 41 

Five nonsectarian '. , ! 1, 920 

The nonsectarian group contains, with one exception, the three 
largest institutions. 

As has been shown, these privately supported institutions have 
thus far practically confined themselves to the field of liberal educa- 
tion. They have established courses for the training of high-school 
teachers, but these courses, while semiprofessional in character and 
designed to fit for a calling commonly rated as a profession, are for 
the most part neither so advanced nor so extensive as to constitute a 
serious excursion into the field of scientific professional and technical 
education. Indeed, in Iowa, as in most other States, requirements 
for the high-school teacher's certificate do not demand professional 
training in the generally accepted sense of the term. The clientele 
of the privately supported colleges is therefore in the main made up 
of boys and girls seeking a college education of a liberal or general 
nature. 2 

1 Figures of 1913-14. 

2 This statement applies only in part to Highland Park College and Drake University. 



32 STATE HIGHER INSTITUTIONS OF IOWA. 

College education in institutions strongly denominational in tone, 
or at least predominantly religious in atmosphere, and of a compara- 
tively small size, is securely entrenched in the regard of large groups 
of parents. The appeal of such institutions is often stronger than 
that of State colleges which may possess superior scholarly resources 
and equipment. The commission does not attempt to weigh the 
relative advantages of liberal training in the two types of institutions. 
It merely notes the fact. The patronage of the private college is 
affected in increasing measure by certain other considerations, 
however. 

The first of these considerations is the ability of the institutions 
to enlarge their resources. No college can now be successfully run 
on fees alone. Higher education is becoming more expensive all the 
time. Appliances are now necessary which were not invented a gen- 
eration ago. Libraries must be renewed and increased. Salaries are 
slowly but steadily advancing. To be assured of permanent exist- 
ence and the power to draw students, a college must possess some 
endowment. Numerous agencies which study colleges have placed 
the minimum of productive endowment which an institution must 
have to insure permanency and efficiency at $200,000. 1 In the near 
future even this amount will probably be insufficient. Of the pri- 
vately supported colleges of Iowa, only 10 have endowment funds 
exceeding this minimum figure; 4 have no endowment at all. The 
endowments of the others range from $25,000 to $165,000. It is rea- 
sonable to expect that some of the institutions without endowment 
or with less than $200,000 may find it advantageous to consolidate 
with others, to become junior colleges, or possibly to devote them- 
selves to less expensive grades of educational work. 2 

The patronage of all but the strongest and best-equipped private 
colleges, or of those which serve a peculiarly cohesive sect, has been 
found to be sharply limited also, by geographical considerations. 
Young people are prone to attend a college located in their own 
State. Moreover, most colleges draw the majority of their students 
from within a radius of 50 miles. Few institutions obtain any con- 
siderable percentage of their enrollments from outside a circle with 
a radius of 100 miles. 3 Maps prepared by the officers of the Iowa 
colleges furnish confirmation of this well-recognized truth. 4 

The third factor affecting the enrollment in private colleges is the 
keen competition for students among the colleges themselves. In. 
the majority of the thickly settled parts of the country — and doubt- 
less in Iowa — the same area is canvassed annually by many institu- 

1 Exception is made of Roman Catholic institutions, whose teachers serve without salary. 

2 Graceland College has already become a junior college. 

3 See General Education Board report 1902-1914, pp. 119 et seq. 
* For these maps see Appendix, p. 211. 



HIGHEE EDUCATION IN IOWA. 33 

tions. What are thought to be the chief attractions of each are 
diligently presented to prospective students. The colleges possessing 
the largest resources and exhibiting the most dynamic institutional 
life tend inevitably to draw more and more students and so to win 
an advantage, at least in point of numbers, over their less fortunate 
or less skillful rivals. In some quarters of the United States inter- 
institutional competition has already forced a few weaker institutions 
out of existence or has led to consolidations. Similar results may in 
course of time occur in Iowa. 

The relations of Iowa private colleges to the secondary schools of 
the State are not in all cases as clearly defined as are those of the 
State higher institutions to the same schools. Nineteen colleges be- 
long to the Iowa College Association, members of which agree to 
admit on certificate graduates of only those secondary schools within 
the State that are accredited by the State board of education. Six 
of these announce that they admit on certificate the graduates of 
schools accredited by the State board of education or by the North 
Central Association of Colleges and Secondary Schools. The other 
13 announce that they admit graduates of accredited schools without 
explaining the term. Indeed, the catalogues of several of these 
institutions treat the subject of admission by certificate with less 
definiteness than might be wished. It is assumed, however, that all 
members of the Iowa College Association have the same standards 
of admission as the State institutions. The remaining four colleges 
are somewhat vague in their statements on this point. 

The general impression gained from a study of the catalogues of 
the private colleges of Iowa is that there are at least two standards, 
of which the relations of the colleges to the secondary schools may 
serve as the indices. One, the higher, is the standard set by the 
State institutions and scrupulously observed by some of the private 
colleges. The other is something less severe than this. 

STATE=SUPPORTED INSTITUTIONS. 

A few general statements concerning the State-supported institu- 
tions, treated as a group by themselves, should be juxtaposed to 
this discussion of private colleges. The accompanying maps show 
the distribution of students of the State institutions as to residence 
among the counties of the State. 1 It is evident that the drawing 
power of all three State institutions is exerted more evenly over the 
whole State than is that of any private college. The figures also 
show that these institutions, as well as the private colleges, attract 
relatively larger numbers from the territory in their immediate 
vicinity. 

1 The enrollment maps of the State College of Agriculture and Mechanic Arts and the 
State Teachers College include also the students in other collegiate courses. 

41817°— 16 3 



34 



STATE HIGHER INSTITUTIONS OE IOWA. 



Detailed studies of the amounts of money spent for the State 
higher institutions appear in later sections of this report. At this 
point it suffices to note two facts. 

The first relates to the sources of income of the State as against 
the private institutions. For increases in their permanent incomes 
private colleges are dependent wholly upon the variable generosity 
of individual benefactors. That any considerable increase will come 
can not — except under the operation of a kind of law of probability 
which appears providentially to govern the affairs of colleges — be 
counted upon with certainty in advance. State institutions, on the 
other hand, grow rich in material support with the growth in wealth 




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Map 3. 
Iowa State University. Enrollment by counties, 1912-13. 
Students from outside of State : Illinois, 32 ; Kansas, 10 ; Minnesota, 34 ; Missouri, 16 ; 
Nebraska, 12 ; North Dakota, 10 ; South Dakota, 27 ; other States, 49 ; foreign coun- 
tries, 27. Total, 217. 
Total students in the university, 2,255. 

or population, or both, of the States that maintain them. The ap- 
propriations for State higher education are everywhere greater every 
year. State legislators as a rule are not only willing to pay larger 
amounts for higher education at each recurring session, but they do 
not hesitate to appropriate constantly larger percentages of the 
State's total funds. It is only necessary that the officers in charge of 
State institutions make a convincing showing that the money is 
needed and that it is being advantageously spent. As yet the prob- 
able limits of State generosity in this direction can not be guessed. 
For all practical present purposes, therefore, State institutions have 
an unlimited source of support, even if the source does prove itself 
at times hard to tap. If this is true in general, it is especially true 



HIGHEE EDUCATION IN IOWA. 



35 




Map 4. 
Iowa State University. Enrollment by counties, 1914-15. (First semester.) 



1 37 



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Map 5. 

Iowa State College of Agriculture and Mechanic Arts. Enrollment by counties, 1913-14. 

From other States : Washington, 2 ; Oregon, 3 ; California, 13 ; South Dakota, 26 ; Minne- 
sota, 60 ; Nebraska, 51 ; Kansas, 9 ; Wisconsin, 10 ; Illinois, 79 ; Missouri, 16 ; Indiana, 
17 ; Kentucky, 11 ; Ohio, 14 ; New York, 10 ; Pennsylvania, 18 ; other States, 59 ; foreign 
countries, 25. Total, 3,458. 



36 



STATE HIGHER INSTITUTIONS OF IOWA. 



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Map 6. 

Iowa State College of Agriculture and Mechanic Arts. Enrollment by counties, 1914-15. 

Total collegiate enrollment, 2,319. 




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Map 7. 
Iowa State Teachers' College, 1913-14. Enrollment by counties. Underlined figures are 
for the summer session, 1914. Total summer enrollment (not including 289 students 
who re-enrolled for the fall, winter, and spring terms of 1914-15), 1,733. Other figures 
represent regular enrollments, 1914-15 ; total, 1,769. Total students in all terms for 
the year, 3,502. The figures for Blackhawk County do not include Cedar Falls city, 
with 118 in the regular course and 32 in the summer session, nor the Fourth Ward, 
with 117 in the regular sessions and 38 in the summer course. 

From other States : Regular course, 97 ; summer, 46 ; from foreign countries, 4. 



HIGHEE EDUCATION IN IOWA. 37 

of Iowa. The State has shown itself unusually generous toward its 
State institutions. It is rich and growing richer. The commission 
has also been informed by many representatives of public opinion 
that there is no desire on the part of the State to curtail the appro- 
priations required by the State institutions, provided only there is 
no remediable waste in institutional expenditures. 

The other fact worth noting here is the actual increase in State 
appropriations for higher education. Diagrams printed in the Ap- 
pendix show curves illustrating for Illinois, Indiana, Iowa, Kansas, 
Michigan, Minnesota, Montana, Ohio, Oregon, Texas, Washington, 
and Wisconsin the increases in total State funds appropriated and 
the increases in the appropriations for State higher institutions. 1 
The conditions here shown may be regarded as typical for the pros- 
perous States of the country. The commission points out later in 
the report that Iowa may probably save some money in the conduct 
of its institutions, and consequently make a better comparative show- 
ing, without adopting a niggardly policy. 

The entrance requirements of the State higher institutions are 
uniform. (See p. 16.) They compare favorably as to quality and 
quantity of secondary work demanded with those imposed elsewhere 
in the country by institutions of the highest standing. Moreover, 
the investigations of the commission indicate that they are in all 
three institutions conscientiously enforced. 

It is believed that this brief presentation of the current conditions 
of higher education in Iowa will reveal the fact that the State insti- 
tutions enjoy certain great advantages which private colleges lack 
and that they are burdened with corresponding responsibilities for 
leadership and the establishment of standards. The suggestion is 
also made and will be amplified later that there are certain organic 
defects in the administrative machinery whereby they are controlled, 
defects that must hamper their legitimate and harmonious develop- 
ment and that call for immediate remedy. Iowa has a single State 
university system or a single higher educational enterprise. (Ex- 
cept to avoid possible legal complications, it is not important what 
term is used to characterize it. Its nature is not altered by the use 
of any term.) This enterprise is divided into three parts and op- 
erated from three centers, but in its general purposes, its area of 
patronage, its support and its responsibilities, it is a unit. That the 
State has appreciated this fundamental unity and has desired to 
promote it is evidenced by the fact that it has placed all three 
institutions under the control of a single board. Iowa's greatest 
educational task is to transform this, as yet, almost wholly external 
and mechanical unity into a real unity of aim supported by mutual 
friendly cooperation. 

1 See Appendix, p. 200. 



38 STATE HIGHER INSTITUTIONS OF IOWA. 



Chapter II. 

EXPENDITURES OF IOWA STATE INSTITUTIONS OF 
HIGHER EDUCATION. 

The State board originally sought the assistance of the Commis- 
sioner of Education in the preparation of a budget for the next 
biennium. 1 The commission has interpreted this fact as a mandate 
to hold the question of costs continually in mind. While, as has 
already been implied and will be pointed out in detail later, the 
commission does not regard the fiscal aspects of the problem con- 
fronting the board as the most perplexing, nevertheless, the obliga- 
tion laid upon the board to conduct the institutions under its control 
with all reasonable economy has been fully appreciated in the inquiry. 
It is realized that the fiscal test is the ready popular test which will 
always be applied as an estimate of the success of the board's steward- 
ship. As a means of orientation, therefore, in the study of the three 
State institutions of higher education, specific discussion begins 
with an analysis of the expenditures of the institutions for the past 
two academic years. 

The expenditures of different institutions of higher learning differ 
in many particulars. The forms in which these expenditures are 
reported differ still more. The commission has made an endeavor to 
summarize the expenditures of the three State higher institutions 
of Iowa in a form that would give a somewhat comprehensive and 
suggestive view of them. As the survey is chiefly concerned with 
various phases of the educational work of the institutions, the total 
expenditures for the year are first divided into two main groups: 
Educational expenditures and extension and service expenditures. 
The educational expenditures are then divided into three separate 
categories: Construction and land, special and rotating funds, and 
operating expenditures. 

The category construction and land includes expenditures for 
direct additions to the plant to provide for growth in enrollment, 
together with outlays for the ordinary furniture of new buildings. 
Special and rotating funds include expenditures from prize funds, 
boarding and rooming departments, and special funds available only 
for indicated purposes apart from instruction. These two classes of 
expenditures are in a certain sense entirely independent of the cost 
of the operating of the educational plant. 

The category operating expenditures includes all expenses for the 
annual maintenance of the institution aside from dormitories and 
boarding departments. It is further analyzed into instruction, edu- 

1 See introduction, p. 7. 



EXPENDITURES OF HIGHER STATE INSTITUTIONS. 39 

cational equipment and supplies, and general operating expenses. 
The distribution of the expenditures of the institutions may be 
arranged as follows: 



Total 
expenditures 



{Construction and land. 
Special and rotating funds. 
Operating expenditures. . . 



Instruction. 

Educational equipment 
and supplies. 

General operating ex- 
penses. 
.Extension and service. 

Of the subdivisions under operating expenditures, the first — in- 
struction — includes the salaries of the deans, but not those, of the 
president, other purely administrative officers, and librarians. The 
second, educational equipment and supplies, includes, in addition to 
all funds expended for departmental purposes under faculty control, 
also the expenditures for books and library supplies. The third, 
general operating expenses, comprises what might be classed as the 
overhead expenses of the institution, including the salaries of ad- 
ministrative officers, janitors, etc. These expenditures are essential 
to the main work of instruction, but have no direct relation to it. 

From a business point of view, part of the expenditures under the 
second and third subdivisions of the preceding paragraph might be 
considered capital account outlays. In a college or university, how- 
ever, they are rather annual expenses, necessary to keep the insti- 
tution abreast of the times. They never stop. For example, $1,000 
spent for books can certainly be charged to capital account, as it 
definitely increases the property of the institution. On the other 
hand, no matter how much may be spent for books in any one year, 
more money is required each year thereafter in ever-increasing 
amounts to meet the new demands of scholarship and the expansion 
of the field of knowledge. So, in this distribution, all expenses 
which may be looked forward to by the administration as necessary 
annual expenses are classed under operating expenditures. 

In determining the average cost per student, the average number 
of students in attendance during the college year September to June 
is taken. It is to be noted that there is a distinction between the 
enrollment as ordinarily stated in a catalogue and the figures here 
used. The usual catalogue statement of enrollment includes all 
students who have attended the institution during any part of the 
year of 12 months. Often the summer enrollment is large. Gen- 
erally the number of students in actual attendance rises from the 
opening of college in September for about two weeks to a maxi- 
mum, and then declines because of withdrawals until the close of 
the term. The second term or semester usually opens with in- 
creased numbers, again reaching a maximum shortly after the open- 
ing day, and then gradually declining until the close of the year. 
The commsision is of the opinion that an average of the largest 



40 



STATE HIGHEE INSTITUTIONS OF IOWA. 



attendance in the two semesters gives the best average attendance 
available. This point may be illustrated with figures for the State 
college, 1914-15 : 

Catalogue enrollment 3, 629 

Attendance Oct. 1, 1914 2,522 

Attendance Feb. 15, 1915 2,467 

Average attendance 2, 495 

Attention is called to the following table, showing the per capita 
cost of the three institutions for 1913-14 and 1914—15 : 

Table 3. — Per capita cost of three institutions in 1913-14 and 191^-15. 



Items of expenditure. 


State 
university. 


State 
college. 


Teachers 
college. 


In 1913-14. 
Instruction 


$155. 00 
41.50 
78.50 


$134. 00 
63.50 
72.50 




Educational equipment and supplies 


$93. 50 


General operating expenses 


17.00 




57.50 


Total 


275. 00 


270.00 






168. 00 


In 1914-15. 
Instruction 


160. 00 
42.50 
72.00 


141.00 
69.00 
61.00 


97.50 


Educational equipment and supplies 


14.00 


General operating expenses 


58.50 






Total 


274. 50 


271.00 


170.00 







The items used in these computations comprise the total cash 
outlay per student under the general head of operating expenditures, 
except that the cost of instruction for the summer session has been 
omitted. 1 In other words, for the purposes of this table the operat- 
ing expenditures taken are made up of the sum of the total educa- 
tional supplies and equipment, the total general operating expenses, 
and the cost of instruction minus the expenditures for the summer 
term. Moreover, no interest on investment is included. The aver- 
age attendance, determined in the way described above and not the 
enrollment, has been taken as the divisor to obtain the per capita 
cost. The method is further exhibited in the summary tables on 
pages 42 to 47 : 2 

The commission points out that each student costs the institution 
from $170 to $275 a year. A small part of this expense is met by 
the tuition and fees paid by the student, but it is not far from the 
truth to say that each student in actual attendance for the college 
year costs $250. With approximately 7,000 students enrolled in 
1915-16, this amounts to about $1,750,000 in operating expenses for 
the college year. 

*It should be noted that, while the figures appearing in the three columns are com- 
parable with each other, they are not necessarily comparable with figures for per capita 
cost reported by any other institution. 

2 For detail tables from which these summaries have been compiled see Appendix, pp. 
184-193. 



EXPENDITURES OF HIGHER STATE INSTITUTION. 41 

While this is a large expenditure, it is a most wise one, if the 
students served are earnest and capable and improve to the utmost 
the advantages afforded them. Indeed, every student enrolled ac- 
cepts a trust and is under obligations to justify the outlay of public 
funds made in his behalf. But the officials in charge of the insti- 
tutions can not fail to bear in mind the fact that each student carries 
a very definite cost to the State, not only for operating expenses, 
but also, as will be shown later, for buildings. The annual rate of 
increase of student registration is already large and will under 
natural conditions grow larger, as it should. Until the State is 
ready to care properly for the students now in attendance upon its 
higher institutions the wisdom of certain forms of competitive ad- 
vertising at present in vogue is perhaps problematic. The time when 
the State college and the State university were unknown to the 
people is past. They need only to make formal announcement of 
their offerings and give reasonable publicity to their work to secure 
as rapid increases in their respective enrollments as can be adequately 
cared for. Possibly the board should also consider in this connec- 
tion the advisability of discontinuing subcollegiate work as the num- 
ber of collegiate students increases; but this question is discussed 
more fully in another place. (See p. 88.) 

In conclusion it may be stated that the present cost per student 
is low rather than high. It should be increased rather than de- 
creased. In fact, a growth in numbers without a corresponding 
growth in support will result in weakening the institutions. 



42 



STATE HIGHER INSTITUTIONS OF IOWA. 






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48 STATE HIGHER INSTITUTIONS OF IOWA. 

Chapter III. 

DUPLICATION AND THE PRINCIPLE OF MAJOR LINES. 

It has been stated that the commission, early in the course of its 
investigations, became convinced that, if it were to do justice to the 
problems presented to its consideration, it must take account of cer- 
tain larger issues which have had a determining influence in shaping 
the development of educational administration in Iowa and which 
have in a great measure given rise to the questions on which the 
State board now seeks advice. The commission is persuaded that'no 
permanent solution of the educational difficulties which the State has 
experienced can be hoped for until these issues have been resolutely 
faced and definitely settled on the basis of the highest good of the 
State and its coming generations of students, whatever the cost to 
personal or institutional ambitions. It confidently believes that a 
settlement on this basis is possible and that the necessary procedure 
is plain. It is far more important that such a settlement should^-be 
brought about than that the State should save a few thousands of 
dollars through economies in institutional management. Without 
recapitulating the history of State higher education in Iowa, the 
commission proposes in the present chapter to discuss the existing 
status of the three State higher educational institutions, especially as 
regards the fundamental question of duplication, and to point out a 
remedy which it conceives to be valid for the incoherency in the 
relationships between them. 

The primary difficulty, so far as the three higher institutions are 
concerned, lies in the lack of clear definitions of scope, particularly 
as between two of them. In the beginning of State plans of educa- 
tion a State university was projected as the crown and completion 
of the system. At that time the differentiation of education into 
great spheres or divisions of subject matter was not foreseen in any 
of the States, and it was natural and perhaps inevitable that inhar- 
mony should arise with the founding of other institutions to care 
for the constantly enlarging demands. While theoretically and his- 
torically a State university may represent the culmination of the 
State system, practically the fields of all State institutions are deter- 
mined by the successive acts of the legislatures. 

There is marked tendency in all States to bring about a parity 
between the institutions of higher education, expressed in like or 
equivalent entrance requirements, in comparable educational stand- 
ards and in equality of standing on the part of the staffs. In some 
States the effort in higher education is concentrated in one institu- 
tion, known as the State university, in which all subjects are at once 
on a parity. In those cases in which the effort is distributed in 



DUPLICATION AND THE PRINCIPLE OF MAJOR LINES. 49 

separate institutions the different subjects may, nevertheless, be on a 
parity, and the institutions may be conceived as one university sepa- 
rated into its parts, or the different parts may be recognized in fact, 
if not in name, as separate universities, each covering the field 
assigned to it. To one part in the State organism of higher educa- 
tion may be assigned all the liberal arts, the so-called learned pro- 
fessions and their adjuncts; to another may be assigned the applied 
sciences, mechanic arts and engineering, agriculture; to another the 
training of teachers. It remains for the State to define the fields of 
each in consonance, so far as necessary, with Federal statutes, and 
no one of the parts or institutions may assume the entire field to 
itself. This much must be granted before there can be a real har- 
mony in any State. 

Nor can the intention in the different parts or institutions be 
longer held to give one part superior standing or merit or to separate 
it into an educational class by itself. Education in terms of the 
applied subjects is as truly education as that in terms of other sub- 
jects, no less and no more if the teachers are as well trained, the 
institutions as well equipped, and the work as well done. The dis- 
tinction in educational results between these complementary lines of 
effort is now happily vanished. • Accepting this parity places a State 
in readiness for a harmonious development of its institutions. 

The particular factor that has introduced the inharmony into 
many of the States is the rise of the land-grant college. In about 
half the States this institution is a part of the State university. In 
these cases the difficulties are now reduced to a minimum, while in 
some States they have been practically eliminated. In the States in 
which the land-grant college is separate the conflicts and duplica- 
tions are naturally most marked. At one time it was thought to be 
the wisest policy to separate the institutions, because their fields of 
work were supposed to be incompatible, but at present, when all in- 
stitutions of higher education are so rapidly expanding, there is 
widespread feeling that the land-grant college is best united with 
the university or incorporated into it. When a harmonious State 
procedure has been devised, however, there may still be certain very 
marked advantages in the separation. At all events, it is the re- 
sponsibility of the State in such cases to make a coherent plan and 
to prevent conflict. This is now the major problem in educational 
administration in the United States, but it ought not to be difficult of 
solution if the adherents of the different institutions once accept the 
principles just stated. The conflicts between the different kinds of 
institutions result in large part from an attitude of mind. 

Mere duplication of courses of study may not be any more disad- 
vantageous or more to be deplored between two institutions than be- 
tween the parts of one institution which is the size of the two. As 
41817°— 16 4 



50 STATE HIGHER INSTITUTIONS OF IOWA. 

wiM be pointed out presently, the cost to the people may not be in- 
creased. Two or more State institutions of the same grade, but with 
different fields, may, indeed, produce a most wholesome stimulation, 
if they do not inharmoniously overlap, giving to the State a spirited 
and progressive development, preventing ingrowing, and separating 
its student body into groups small enough for the best educational 
results. The different faculties, working under separate adminis- 
trations and developing in somewhat unlike directions, may add very 
much to the achievement of the State. 

In dealing with the problems of duplication as manifested in the 
practice of the Iowa State institutions the commission has been 
guided by what may be described as the principle of "major and 
service lines " of work. In accordance with this principle, which is 
implicit in the considerations adduced above, each State institution 
should have assigned to it certain major fields which it may be ex- 
pected to develop to their fullest extent. Agriculture at the State 
college of agriculture and mechanic arts is such a major line. Latin, 
German, French, history, political science, psychology at the Iowa 
State University are such major lines. Service lines are such sub- 
ordinate subjects as are essential to the proper cultivation of a major 
line. The amount required is generally not very large. English is 
such a service line for engineering and agriculture at the State college. 
Institutions may well overlap as regards the relation of their service 
lines to one another and more particularly as regards the relation 
of their major to their service lines. English is a major line at the 
State university, a service line at the State college. But there should 
be no material overlapping of major lines. 

In many parts of the educational field such a division affords a 
rational and practicable principle of administration. Between the 
State university and the State college this division would at present 
reserve as major lines to the institution at Ames agriculture, veteri- 
nary medicine, home economics, and certain departments of engineer- 
ing to be later determined. It would make all other subjects at Ames 
service subjects, in no case to be developed beyond the point at which 
the needs of the major subjects are supplied. In the actual working 
of this principle it would result that a moderate amount of elemen- 
tary collegiate work might be given at the State college in the 
languages and humanities and certain of the sciences, but that they 
would presumably never go beyond these rudimentary stages. At the 
State university agriculture and certain fields of engineering, if 
cultivated at all, would in the same way have a place only as service 
subjects contributory to the major lines allotted to the institution. 

Certain subjects do not fall readily into line on such a principle of 
division. Chemistry, for example, has an obvious place at the State 



DUPLICATION AND THE PRINCIPLE OF MAJOR LINES. 51 

university and also at the State college. Even aside from " chemical 
engineering" as such, chemistry is involved in many engineering 
processes and problems to a degree absolutely demanding its presence 
at the State college and making it practically difficult to determine 
to what extent it is merely a service subject and to what a major 
line. This embarrassment regarding chemistry is even greater when 
certain agricultural problems and the work of the experiment sta- 
tions are taken into account. 1 Physics, zoology, bacteriology, and 
botany also present similar perplexities. 

It seems to the commission that the detailed adjustments of these 
cases of overlapping, once the main principle has been accepted, are 
all obviously capable of amicable settlement by means of a conference 
consisting of some convenient number of representatives of the facul- 
ties of the institutions affected (perhaps five from each), elected by 
the faculties, and sitting with a committee of members of the State 
board of education. Such a conference might meet at stated periods, 
perhaps annually, to consider and adjust any difficulties that may 
arise from time to time. Meantime the principle of the major and 
the service lines will automatically settle the status of by far the 
larger number of subjects and forthwith determine whether in a 
particular institution they shall be developed beyond their elementary 



It may be properly remarked at this point that the oft-raised 
objection to the alleged exorbitant cost of duplication when the same 
subject is taught at two State institutions is largely specious. It costs 
no more to teach two sections of English at Ames and two at Iowa 
City than it does to teach four sections at Iowa City, assuming that 
the instructors are paid at the same rate in both places and that the 
size of the classes is kept constant at the point of maximum instruc- 
tional efficiency. The overhead charge may be somewhat larger when 
the work is done at two places, but this is not necessarily the case. 
In any event the main objection to duplication of work in State insti- 
tutions like those of Iowa is not expense, but the stimulation of 
unwholesome competition with all its evil consequences. 2 

Once this principle of major and service lines is adopted, the whole 
situation clears up not only as regards intramural work, but also as 
regards extension work. An institution would be permitted to do 
extension work only in a major line. This itself would avoid the 
duplication and overlapping now threatened, and if the safeguard 
elsewhere recommended (see p. 77) of an annual conference of the 

1 For a further discussion of chemistry, see p. 69. 

2 The relations of the State teachers college to the State university and to the State 
college have elicited much less public comment than the relations of the latter two insti- 
tutions to one another, in spite of the fact that at present the liberal arts work at Cedar 
Falls and at Iowa City squarely and unequivocally overlaps. 



52 STATE HIGHER INSTITUTIONS OP IOWA. 

extension officials of the several institutions is provided, there need 
never arise any serious problem of maladjustment. 

The commission is of the opinion that in a Commonwealth with 
the geographical, economic, and social characteristics of Iowa there 
might well be justification for several State institutions of collegiate 
grade in different parts of the State ; that so far as concerns strictly 
collegiate work, there is no very grave objection to be urged against 
the present practice of offering such work in three different places, 
although the justification would be greater if the three were in more 
widely separated localities, and, as indicated elsewhere (see p. 54) 
the wisdom of continuing the final two years of work at the State 
teachers college is questioned. But the commission is unable to 
see that there can in the last analysis be any justification for sweep- 
ing duplication in the range of advanced and professional work. It 
would certainly strike every unbiased observer as absurd to urge 
that there should be two medical schools conducted by the State at 
different points. It would seem equally absurd to conduct two law 
schools. Neither the size of the State nor the educational needs of 
that portion of the country in which the State of Iowa is located can 
possibly be held to justify such duplication. Abundant expert opin- 
ion upon this matter is available in the actions of the controlling 
authorities in charge of medical and legal education in this country. 
Considered strictly on its merits, there seems to be no more prima 
facie justification for two engineering schools. Indeed there are cer- 
tain branches of engineering work which ought not to be undertaken 
at all in Iowa. Marine engineering, for example, surely has no place 
in an inland agricultural community. The theory that a State is 
under obligation to give instruction in every field of learning is 
regarded as fallacious, and each new undertaking of an educational 
kind ought to be subjected to the critical scrutiny of disinterested 
experts. 

The commission is of the opinion that the continuance of the two 
schools of engineering as at present organized is uneconomical and 
indefensible, especially in so far as it concerns the development of 
upper-class and graduate work. At least three methods of readjust- 
ment are possible. (1) The horizontal, by which one school would 
become a strictly graduate institution and the other school an under- 
graduate institution. This would accord well with the mature 
judgment of a large section of the engineering profession that a 
bachelor's degree or two or three years of the work in liberal arts 
and science leading to such a degree, is the best possible foundation for 
the technical training of an engineer. In the judgment of the com- 
mission, this method is not at present applicable to the Iowa situa- 
tion. Unless the principle were applied drastically, so as to require 



DUPLICATION AND THE PKINCTPLE OP MA JOE LINES. 53 

a bachelor's degree for entrance to the more advanced of the schools, the 
difficulties of the present academic situation would not be materially 
lessened, and the possible overlapping in the field of extension work 
would require altogether separate consideration and treatment. 

(2) The union of the two schools in one place under highly expert 
direction. The commission is unanimously convinced that this is 
the method by which engineering work under State support in Iowa 
could best be maintained and developed. No other method will 
so certainly insure the permanent elimination of the causes of fric- 
tion, irritation, unwholesome competition, and wasteful duplication 
of high-class men and equipment for advanced work. It is scarcely 
conceivable that the State, if it did not now have two schools of 
engineering, would consider the establishment of more than one. 
The commission is not unmindful of the weight of arguments which 
may be adduced in support of the unification of this work at the 
State university, where it would enjoy the stimulation of other 
high-grade professional schools, where it would have a strong back- 
ing in the pure sciences and helpful contact with the liberal arts, 
and where it could be maintained on a high level, free from the tug 
of artisanship. On the other hand, the commission does not forget 
the fact that the land-grant colleges are quite as much bound by their 
essential character to develop mechanic arts (usually interpreted as 
synonymous with engineering) on an equal footing with agriculture. 
In view of this necessity for the joint development of agriculture 
and engineering, the commission believes that such union of schools, 
if it could be accomplished, should be made at the Iowa State College. 

(3) If this second method is adjudged impracticable of applica- 
tion, considering the present condition of institutional and popular 
sentiment in Iowa, the commission recommends that a definite verti- 
cal (or topical) division of engineering should be carefully worked 
out by the board of education in conference with a small group of 
expert engineers, wholly unconnected with either institution, each of 
whom should be a member of one or another of the four American 
societies of civil, electrical, mechanical, and mining engineering. 
All four societies should be represented. When once this division 
has been determined, it should be rigidly enforced by all the educa- 
tional authorities concerned. Perhaps this could be accomplished 
under a single dean of engineering for the two institutions, supple- 
mented by unremitting detailed examination on the part of the 
board of announcements of engineering curricula and courses. In 
such a division it appears likely that the work in municipal and 
sanitary engineering, hydraulic engineering,* and perhaps structural 
engineering, should be conducted at the State university, and that 
the work in highway, transportation, electrical, and mechanical engi- 



54 STATE HIGHEK INSTITUTIONS OF IOWA. 

neering should be developed at the State college. The necessity for 
work in mining, ceramic, or chemical engineering, and the location 
of this work, are matters for future consideration, in view of recom- 
mendations made elsewhere in this report and the possible future 
report of such a commission of impartial engineering experts as is 
suggested and urged. 

Whether the work in domestic science can be regarded as up to the 
present time sufficiently differentiated on professional lines to warrant 
recognition as presenting a problem similar to that of medicine, law, 
and engineering may perhaps be questioned. Certainly the work as 
at present conducted relates itself as a service subject to a much 
wider range of nonprofessional interests and is as yet in too forma- 
tive* and unstable a condition to justify dogmatic assertion. The 
commission discusses this subject at length, however, and makes cer- 
tain recommendations in Chapter VIII. 

The position of music may serve to raise a similar question. Its 
development as a major line should unquestionably occur at the State 
university. It may well remain as a service line at the other State 
institutions. 

With regard to the proposed discontinuance (beyond the second 
year of the professional work) of the work in liberal arts at teachers 
college, Cedar Falls, the commission is disposed to urge the wisdom 
of this on several grounds. In the first place, it seems reasonably 
clear that the institutions at Ames and Iowa City are at present 
abundantly able to care for all students who may be expected to seek 
the bachelor's degree in a State institution in Iowa. If the State 
wishes a third institution of a collegiate grade, it ought to be in the 
southern or western part of the State. Moreover, as has been clearly 
shown in another section of this report (Chap. I), the private insti- 
tutions in the State are able to care for a very large proportion of 
the students who wish this degree, and between them and the other 
two State institutions all such students can be readily cared for. In 
the second place, the commission feels certain that at present, at least, 
the atmosphere of the institution is not unequivocally collegiate, and 
that students who now receive training there for the bachelor's degree 
are likely to miss certain valuable elements in such training. This 
opinion is based partly on the impression which one who has visited 
many institutions easily gets from even a brief contact with the 
situation, partly on consideration of the methods of class instruction, 
which are on the whole dominantly those of the high-school and 
junior-college type, and partly on the fact that the presence of a very 
large group of subcollegiate students inevitably affects the general 
intellectual maturity and academic tone of the work. In the third 
place, the amount of work now offered as of third and fourth year 
college grade is relatively small and may be regarded as only barely 



DUPLICATION AND THE PRINCIPLE OF MAJOR LINES. 55 

sufficient to round out a senior-college curriculum. A comparison of 
the program of courses at the State teachers college with that at the 
State university or at the State college of agriculture and mechanic 
arts will confirm this statement. To be sure, a comparison of some 
of the weaker sectarian colleges would not be unfavorable to the 
teachers college, but this is a comparison which a State institution 
would hardly wish to employ. 

Under these circumstances the commission feels that the expendi- 
ture of money and energy represented in keeping up the last two 
years of collegiate work at Cedar Falls is probably not to be justified 
on its merits. The commission would not be understood in this 
opinion as intending to depreciate in any way the seriousness of the 
work offered, nor the devotion and earnestness of the staff of instruc- 
tion. The professional work done here is creditable to the. State 
and to the authorities of the school, but a division of energy such 
as is suggested would in the long run contribute to the efficiency 
of the State institutions as a whole. Such a program, if carried out, 
would not in our minds imply the reduction of the budget of this 
institution. Quite the contrary. It would mean concentrating all 
resources on the earlier portions of its work> where at present its 
greatest obligation is found, and where there are certainly at present 
massed the great majority of its students, as Tables 4 and 5 on 
page 56 will indicate. *£ 

More particularly the commission would call attention to the 
desirability of greatly enlarging the facilities for practice teaching 
at teachers college. The present practice school in immediate con- 
nection with the institution is already overtaxed, and the commission 
finds it difficult to believe that the facilities offered in the town of 
Cedar Falls are at present wholly adequate. The commission is 
quite clear that the general attendance at Cedar Falls ought not 
to be permitted to expand until thoroughly satisfactory provision is 
made for practice teaching. 

If the board and the people of the State are disposed, on further 
consideration of the question, to agree with the commission that 
the appropriate function of the State teachers college is the prepara- 
tion of teachers for rural and graded schools, and not the preparation 
of high-school teachers, or the granting of the bachelor's degree 
for courses in liberal arts, the commission is strongly of the opinion 
that the future development of the institution on somewhat different 
lines is desirable. It recommends, therefore, that the courses for 
elementary teachers, both rural and urban, be made three years in 
length, substantially one-third of the time to be devoted to profes- 
sional subjects, and the rest to work dealing with the subject matter 
of instruction. Entrance to those courses should, as soon as possible, 
be based squarely on high-school graduation. Such courses should 



56 



STATE HIGHEK INSTITUTIONS OF IOWA. 



not, in the judgment of the commission, lead to degrees. It is per- 
suaded that the improvement ^n the equipment of elementary, 
especially rural teachers, which this recommendation contemplates, 
would not only contribute vitally to the welfare of the State, but 
would place the State teachers college in a unique position of leader- 
ship among teacher-training institutions in the United States. 

If the board does not see fit to adopt these suggestions, however, 
and if the plans at present in operation be continued, then the com- 
mission would advise that the last two years of the work be very 
greatly strengthened to bring it more nearly into line with the 
curricula of first-class institutions conferring the bachelor's degree. 

Table 4. — Attendance at Iowa State Teachers College, Cedar Falls. 



Courses. 



1912-13 



1913-14 



1914-15 



Total. 



College courses J 

Diploma courses 

Subcollegiate 

Unclassified and music. 



503 
826 
714 



420 
831 
820 
907 



560 

843 

865 

1.234 



1.629 
2.177 
2,511 

2,855 



Total 

Total diploma, subcollegiate, unclassified, and music stu- 
dents 



2,692 
2/043 



2,978 
2,558 



3,502 
2,942 



),172 
". 543 



1 These figures include students entered as graduates as follows: 1912-13, 53; 1913-14, 45; 1914-15, 45 
Juniors and seniors are listed in this group as follows: 1912-13, 170; 1913-14, 153; 1914-15, 193. 

Table 5. — Statistics of Iowa State Teachers College for five years, 1907-1912. 
Total number of individual students enrolled during the five years, each 

student counted only once 8, 398 

Students were qualified and trained for the following : 

(1) County school teachers, reaching the standard of county teach- 

ers' certificates 3, 261 

(2) General elementary teachers, having first-grade county cer- 

tificate scholarship on admission 1, 328 

(3) Special grade and department teachers of all kinds — primary, 

kindergarten, music, drawing, home economics, etc 2, 515 

(4) Special music teachers 138 

(5) Unclassified as to kind of work preferred 156 

(6) High-school teachers — 

(a) With standard of North Central Association four- 

year college course 285 

(b) First-grade State certificate standard 300 

(c) Second-grade State certificate standard 300' 

(d) Other special teachers, estimated - 115 

1. 000 



Total S. 398 

Whether the suggestion made above be adopted or not. the com- 
mission is perfectly clear that there are to-day no agencies in Iowa 
adequate to furnish proper training to the number of teachers an- 
nually required in the schools of the State. This fact has evidently 



. DUPLICATION AND THE PRINCIPLE OF MAJOR LINES. 57 

been recognized in the legislation providing for the addition of a 
year of normal training in certain high schools. The commission 
is fully cognizant of this situation, and its suggestion regarding 
teachers college is therefore in no sense directed to any lessening of 
the resources of the State in this direction. There should be addi- 
tional normal schools established, in parts of the State remote from 
Cedar Falls and probably preferably in the southwest and north- 
west divisions of the State. If such normal schools were brought 
into intimate contact with the normal training high schools, and with 
the movement for the development of junior colleges in connection 
with the strong high schools which has gained great headway in 
many parts of the country, these several institutions could be made 
to reenforce one another in a most helpful way. An appreciable 
amount of serious collegiate work could be offered as a basis for 
professional training in these junior colleges on high-school founda- 
tions; and the normal schools, if brought into administrative 
contact with them, could furnish not only a spirit of professional 
standards and a corresponding stimulation, but could also be used to 
develop practice teaching work in various portions of the State now 
wholly unprovided with such facilities. A similar relationship could 
be cultivated between the normal schools and the normal training 
high schools. 

In this connection attention should be called to the possibility of 
adding a group of strong men to the faculty of the teachers college 
(and to other normal schools, if established), who might give one- 
half of their time to instruction and the other half to service as 
members of the staff of the State superintendent of public instruc- 
tion, supervising the work of the normal training high schools. Such 
an arrangement would greatly enhance the solidity and efficiency of 
the normal training courses and would bring both the State super- 
intendent's office and the normal schools into most helpful organic 
connection with these high schools. Any measure that will improve 
the supervision of the training of rural teachers and that will put 
at their disposal added opportunities for practice teaching ought to 
be energetically fostered. 

The foregoing discussion and the recommendations of the com- 
mission in this and subsequent chapters are based on the assumption 
that all three institutions are to be continued without essential change 
of character. The acts of the legislature making appropriations for 
the continued expansion of the institutions, including the develop- 
ment of graduate work, have established a presumption in favor of 
this interpretation. 

The commission desires to call attention to one other aspect of 
the situation, however, which ought not to be overlooked. The col- 
lege of agriculture and mechanic arts was created in response to the 



58 STATE HIGHEE INSTITUTIONS OF IOWA. 

Morrill land-grant act of 1862. In return for certain subsidies 
granted by the Federal Government at that time and at later times 
the State assumed the obligation to carry on instruction in agri- 
culture and mechanic arts. Earlier in this chapter the commission 
expressed a belief in the substantial educational equivalence of the 
work carried on by the two types of institutions, the land-grant col- 
lege and the State university. If this parity exists in other States, 
it certainly exists in Iowa. The commission is also about to recom- 
mend that graduate instruction and research work of the most ad- 
vanced university type be encouraged at the Iowa State College. 
Nevertheless, such development of advanced work should relate itself 
exclusively to the limits established by the professional aims peculiar 
to the institution. This question is discussed at greater length in 
Chapters IV and V. 

In closing this portion of the report, the commission desires to 
reiterate its conviction of the importance of applying strictly the 
principle of division advocated above to the work of the three State 
institutions. The State is probably rich enough to allow all of its 
institutions to develop as rapidly as the demands of students for in- 
struction will warrant without regard to possible duplication of 
offerings. Indeed, the drawback to this policy is not primarily a 
financial one. It is rather that such a course will inevitably perpetu- 
ate intolerable mutual jealousies and antagonisms, tending to defeat 
all unity in the program of State education. 

The five chapters following deal in some detail with various phases 
of duplication. 

SUMMARY OF RECOMMENDATIONS. 

1. The adoption of the principle of " major and service lines of 
work " at the three State institutions. 

2. The creation of a conference consisting of members of the 
faculties of the institutions and the State board of education to ad- 
just questions of overlapping not automatically determined by the 
establishment of major lines for each institution. 

3. The readjustment of the work in engineering at the State uni- 
versity and the State college, according to one of three methods : 

(a) A horizontal division, assigning graduate work to one school 

and undergraduate work to the other. 
(h) The union of the two schools at one place. 
(c) A vertical division of work, assigning some branches of 

engineering to one institution and some to the other. 

4. The discontinuance of the last two years in liberal arts at the 
Iowa State Teachers College, with suggestion of three-year non- 
degree courses for rural and grade teachers. 

5. The enlargement of facilities for practice teaching at the State 
teachers college. 



GRADUATE WORK. 59 

6. The establishment of additional normal schools, 

7. The addition of men to the faculty of the State teachers college, 
to give half of their time to instruction and half as members of the 
staff of the State superintendent of public instruction and the super- 
vision of work in the normal-training high schools. 



Chapter IV. 
GRADUATE WORK. 

Next to engineering the field of graduate work undoubtedly offers 
the greatest area for the development of unwarranted and expensive 
duplication. The State board's request that the commission investi- 
gate graduate work indicates that the board has appreciated the 
danger which lies in this direction. The subject has seemed to the 
commission second in importance to none of those upon which ad- 
vice has been asked. An account of the actual present status of 
graduate work at each of the institutions is submitted herewith and 
the attempt is made to point out how the principles developed in the 
preceding chapter may be applied to the avoidance of serious dupli- 
cation and the friction of competition. 

Graduate work of a high character is, and ought to be, carried on 
with increasing efficiency at both the Iowa State University and the 
Iowa State College. At the Iowa State Teachers College, the degree 
of master of didactics is conferred for a professional course repre- 
senting 45 term hours. This, however, does not constitute really a 
graduate school or college, but is work offered chiefly during the 
summer session for college graduates who wish to take up the study 
of professional subjects. It is more nearly an 'extended under- 
graduate course, with the requirement of a thesis, than organized 
graduate work based upon an undergraduate foundation. 

STATE UNIVERSITY OF IOWA. 

The graduate college of the State university grew out of a stand- 
ing committee, first appointed in 1893, to define the terms for grant- 
ing master's degrees. Work leading to the doctor's degree began in 
1898, and the graduate college was formally instituted in 1900. Since 
that time it has made steady advance in organization and in stand- 
ards. The commission commends cordially the general sincerity and 
progressiveness of the graduate work done at the State university, es- 
pecially in certain thoroughly organized departments like education, 
philosophy and psychology, history, and political science. 

The State university makes a distinction between the admission 
to the graduate college and admission to candidacy for a degree, and 



60 STATE HIGHER INSTITUTIONS OP IOWA. 

endeavors to determine each case upon its own merits. This is in 
accordance with the common practice of graduate schools by which 
persons holding degrees from acceptable colleges are admitted pro- 
bationary, and later, when they have demonstrated their capacity 
for work in the majors and minors selected, are admitted to can- 
didacy for a particular degree. A student coming from a college 
about w T hich there is question is tested by departments as to his major 
work only, but no test seems to be applied in regard, to the general 
soundness of his training or the value of his minor work. The regis- 
tration of students in graduate courses for the summer session ap- 
pears to be handled more loosely than in the regular session, and the 
records of such students are in a less satisfactory condition. Neither 
in the regular session nor in the summer session does it seem to be 
necessary for a student registered in the graduate college to take any 
course designed for graduates only. A student who desires to enter 
the graduate college and take work only in a field for which he has 
had no preparation in his undergraduate work should be registered 
as an undergraduate, rather than a graduate, student until he is 
ready to carry advanced courses -or courses for graduates only. The 
commission suggests the adoption of a rule by which no student may 
have graduate status unless a certain specified proportion of his 
registration is in courses for graduates only. 1 

A candidate for the master's degree is usually required in this 
graduate school, as in nearly all the strong graduate schools, to do 
work in residence during one collegiate year of approximately 36 
weeks. The State University of Iowa, in common with some other 
institutions, accepts resident work in four summer sessions of 6 weeks 
each (24 weeks) as a minimum for satisfying this requirement, but 
students have usually been required to prepare theses outside of this 
residence period. This is in contrast with institutions like the 
University of Chicago, which makes precisely the same residence re- 
quirement of students working in the summer as of other students. 
The State University of Iowa has, however, worked out a plan for 
supplementing in some degree the work of the summer session 
through " projected registration," by which a student who has been 
in residence in graduate status at the university for at least one sum- 

1 The State university has cne almost unique group of graduate students, those who 
are candidates for the M. S. in medicine, who have been recommended by the faculty of 
the college of medicine upon the basis of an M. D. degree. This represents the extreme 
of tolerance, since the announced requirement for admission of students to candidacy 
for such a degree is a satisfactory high-school course, plus a four years' course in medi- 
cine. The latter may be taken in a medical school which does not require any college 
work for entrance. The university announces no list of approved medical colleges whose 
graduates may be thus received. The work for the degree appears to be done mainly in 
absentia by practicing physicians. Two or three persons per year for about 10 years 
have been granted this M. S. degree. The registration for this degree has fallen off, 
however, so that the dean of the graduate school reports only one student so registered 
in 1915-16. 



GRADUATE WORK. 61 

mer session may do work in absentia according to a plan agreed upon 
with some authorized instructor. Credits earned through pro- 
jected registration may equal those previously earned in the same 
subject in residence. In a bulletin, the university states " that pro- 
jected registration does not operate to reduce the residence require- 
ment for a master's degree [but] may, however, operate to reduce 
materially the time requirement for earning the doctorate." The 
department of education is the one chiefly concerned with projected 
registration, since many of its students in research find their prob- 
lems outside the campus and in connection with their professional 
duties. Some 12 or 15 students are thus registered and working in 
cooperation with certain departments upon problems for which they 
will later receive credit. Projected registration might be called the 
temporary substitute for the fifth or sixth summer session of work 
as a part of the requirement for the master's degree. 

Graduate work is offered under 25 departmental headings, includ- 
ing engineering, archaeology and the history of art, home economics, 
histology and embryology, and five other departments in the college 
of medicine. The apportionment and scope of the graduate work in 
the university seems to be variously determined, by the graduate 
faculty (all full professors giving graduate work), by the graduate 
council of seven men (one elected by the graduate faculty for a 
seven years' term), or by the quality of leadership in particular 
departments. Individual instructors get their authority to give 
graduate courses from the departments. There is consequently a 
wide difference in the amount and spirit of graduate work in differ- 
ent departments. In one department, for instance, there are 16 
persons, of whom only 1 is a full professor. It was stated to the 
commission that but one of these was distinguished for the published 
results of his research, though several others are directing thesis 
work or engaged in " creative work " or in various kinds of learned 
activity, which are regarded as on the same basis as research. 

It is clear to the commission that the university can not do equally 
strong work in all the departments announcing graduate courses, 
even if an equal number of graduate students should appear for 
each department. Like every other university which does graduate 
work, it must choose which departments shall be encouraged to 
undertake work of an advanced sort, leading, for example, to the 
doctor's degree. This determination should be made by a body com- 
petent to express the judgment of the institution as a whole, and the 
expression of this judgment should result in the formulation of a 
system or policy for the best utilization of such portions of the 
energy of the institution as may be devoted to graduate work. The 
commission did not get the impression that the State university was 
thus developing its graduate work. Too much appears to be left to 



62 STATE HIGHER INSTITUTIONS OP IOWA. 

the will of the head of the particular department as to whether his 
department shall give courses, for example, which will lead to the 
doctor's degree. By vote of the graduate faculty, or, perhaps, better, 
of the university senate, a body which has no " board " on graduate 
work and which seems to fall short of realizing its possibilities, cer- 
tain departments should be especially encouraged to develop the 
most advanced courses of instruction and research, by special care in 
selecting new men, by the encouraging of the promising research 
workers already on the staff, and by generous appropriations in the 
university budget. In this way the prestige of the university will be 
more enhanced than by trying to keep all departments on an even 
front. Fluctuations in the strength of departments are bound to 
occur with the coming and going of strong, productive men, but the 
accumulation of library and apparatus will fluctuate much less under 
the policy here suggested. By way of illustration, the university is 
peculiarly fitted to carry on the finest sort of graduate work in 
geology ; it is already strong in physics, psychology, and education ; 
it ought not to attempt, on the other hand, to build up courses in 
entomology, agronomy, or plant breeding. 

IOWA STATE COLLEGE. 

The graduate division of the Iowa State College should, in the 
judgment of the commission, develop naturally and properly out 
of certain sections of the undergraduate work. It should follow 
those major lines of work for which the institution is constituted. 
Its graduate work, therefore, should be supplementary to that of 
the State university, and coordinate with it, but without any such 
overlapping as is permissible and perhaps desirable in the first two 
years of undergraduate curricula in certain courses. Wherever this 
institution or the State university diverges from this principle, it 
should be brought back by the Jboard or by some other correlating 
agency. 

The graduate division of the State college, which was established 
in 1913, offers major and minor work for the master's degree in 18 
subjects, "with special application to the industries." Aside from 
those subjects which are unquestionably related to the major lines of 
agriculture, engineering, etc., there are included in this group, mathe- 
matics, economics, geology, chemistry, and zoology. The subjects or 
departments in which the degree of doctor of philosophy may be 
taken are decided upon by the faculty of the graduate division, 
subject to the final determination of the matter by the board of 
education. At present they are the following: Agronomy, animal 
husbandry, bacteriology, botany, chemistry, dairying, geology, 
horticulture, and zoology. 



GRADUATE WORK. 63 

The conditions upon which professional degrees in engineering are 
granted are: (1) Graduation from a four years' curriculum in engi- 
neering, one year of residence study, and one year of professional 
experience, and the preparation of a satisfactory thesis; (2) gradua- 
tion from a regular four years' curriculum in engineering, five years 
of professional experience, and the preparation of a satisfactory 
thesis; (3) graduation from a regular five years' curriculum in 
engineering, one year of professional experience, and the prepara- 
tion of a satisfactory thesis. The degree of master of agriculture 
requires graduation from a four years' curriculum, five years of expe- 
rience in practical or professional agriculture, and the presentation 
of a thesis. The combination degree in agriculture and engineering 
is granted by the cooperation of the two divisions. 

Admission to the graduate division, of which the president is the 
acting dean, presupposes graduation from a college otf university of 
approved standing. In addition, evidence of the necessary pre- 
requisite training for the course to be pursued is required, since it is 
quite possible that a graduate from a narrow arts curriculum would 
find himself wholly unprepared to undertake graduate work in a 
subject like crop production, in which the college offers work leading 
to the degree of doctor of philosophy. For the master's degree, one 
year of work in residence and the completion of 30 hours are ordi- 
narily required. Of the 30 hours, 20 must be, and all of the 30 may 
be, in the major subject. The catalogue states that majors work will 
ordinarily be restricted to graduate subjects. Under certain restric- 
tions, one-half of the work required for the master's degree may be 
done in absentia. In these cases, the residence work may be accom- 
plished by three summer sessions of six weeks each. The require- 
ments for the degree of doctor of philosophy follow the usuaj 
announcements in such matters, except that of the three years of 
graduate work required only one appears to be necessarily a year of 
residence work, and that at the State college. 

An examination of the records of graduate students admitted 
during 1914-15 indicates an unusually generous judgment of the 
sufficiency of the curricula of several institutions from which stu- 
dents have come, as a basis upon which to build graduate work. It 
is evident to anyone who knows much about these institutions that 
their curricula can not be the equivalent of those of the Iowa State 
College or of'" other colleges and universities of approved standing." 
In other words, it is educationally impossible to combine in the same 
graduate courses, without sacrifice of standards, students who have had 
seven or eight years of work above the eighth grade and students who 
have had six years of work above the eighth grade. The larger 
number of students registered in the graduate division hold degrees 
from Iowa State College or from other institutions of unquestioned 



64 STATE HIGHEE INSTITUTIONS OF IOWA. 

rank, like the State University of Iowa, the University of Nebraska, 
Grinnell College, or the Ohio State University. Mixed in with these 
are a considerable number of students from institutions which have 
hitherto required for admission only one or two years of high-school 
work, perhaps 10 units. Seven students from Oklahoma Agricul- 
tural and Mechanical College appear in the enrollment, two from 
Kansas State College, two from Clemson College (the South Caro- 
lina Agricultural and Mechanical College), three from Oregon Agri- 
cultural College, and one from Mississippi College of Agriculture 
and Mechanic Arts. Some of these students came directly to Ames 
after their graduation. 

The largest number of graduate students in any one department is 
in agronomy. In 1914-15 there were in residence 10 students ; 1 each 
in soil fertility, soil physics, and farm management; 3 in soil bac- 
teriology; and 4 in crop production. In 1915-16 there were 9 stu- 
dents; 1 in soil fertility, and 4 each in soil bacteriology and crop 
production. The men for 1915-16 were selected from some 35 or 
40 applicants. Among those selected were graduates of Texas Agri- 
cultural and Mechanical College, Oklahoma Agricultural and Me- 
chanical College (a bachelor of science, 1915), and Clemson College. 

The commission is of the opinion that much greater care should 
be exercised by the graduate division of the State college in admit- 
ting students from institutions whose work is not based squarely 
on the requirement of a standard high-school course, representing at 
least 14 units. In justice to the Iowa State College it should be 
said that it is not alone in this practice of objectionably lax admis- 
sion to its graduate school of students coming from agricultural and 
mechanical colleges which have not yet seen their way clear to the 
enforcement of standard entrance requirements. The continuance 
of this practice is bound to reflect upon the standards of Iowa State 
College, in that students who transfer from its graduate division to 
other graduate schools, like Chicago or Cornell, will be very likely 
to be discounted in their credits earned at Ames. 

Certain of these institutions have, to be sure, recently raised their 
entrance requirements. Students graduating before 1914, however, 
entered before these improvements in standards. 

The commission recognizes the difficulty which now exists and 
which is bound to continue in defining the scope and upreach of 
the graduate work which should be carried on by the State university 
and the State college. As a means of making the adjustments that 
will be necessary as long as the departments in these institutions 
are directed by strong, vigorous, resourceful, ambitious, scholarly 
men, the commission recommends the creation by the board of educa- 
tion of a standing committee on graduate work to be composed of 
two of its own members and three members each from institutions 



GRADUATE WORK. 65 

giving graduate work, the latter to be elected for a term of years by 
the graduate faculty in every case. It is further recommended that 
this committee be granted power to review the present offerings of 
graduate courses, to make such definitions and adjustments between 
institutions as may be required in order to secure conformity to the 
principle of major lines enunciated elsewhere, and that no institution 
under the authority of the board shall inaugurate any new lines or 
announce any new courses without the approval of this committee 
in advance. Through such a committee the graduate work of the 
various institutions will be subjected to at least an annual review and 
discussion not by an outside body but by men who are actively en- 
gaged in building up graduate and research work in the State insti- 
tutions. It is conceivable, for example, that such a committee would 
decide that graduate work and research in such subjects as history, 
modern languages, political science, psychology, mathematics, and 
education ought to be developed only at the State university; that 
such subjects as agronomy, animal husbandry, horticulture, and ento- 
mology should be developed only at the State college; and that cer- 
tain specified branches of such subjects as chemistry, botany, zoology, 
and bacteriology may be properly developed in one location or the 
other, but without duplication. 

In making this recommendation,, the commission would make it 
perfectly clear that the purpose is to promote, rather than limit, the, 
development of graduate and research work, which shall be fostered 
by the combined wisdom of the great institutions of the State and 
backed by the resources of a rich Commonwealth. 

SUMMARY OF RECOMMENDATIONS. 

1. The encouragement of the development of graduate work at the 
Iowa State University and the Iowa State College of Agriculture and 
Mechanic Arts along the major lines of the institutions. 

2. The adoption of a rule by the university according graduate 
status to none but students having a definite proportion of their 
registration in courses for graduates only. 

3. The determination by the university senate, or some other repre- 
sentative body, of the departments to be encouraged to develop 
graduate courses. 

4. The exercise of greater care by the graduate division of the 
State college in admitting students from other institutions to gradu- 
ate standing. 1 

5. The creation of a standing committee on graduate work, to 
consist of two members of the State board of education and three 
members each from the institutions giving graduate work, the latter 
to be elected for a term of years by the graduate faculties. 

1 An announcement now coming out provides for exclusion of graduates of low-grade 
schools. 

41817°— 16 5 



66 STATE HIGHER INSTITUTIONS OF IOWA. 

Chapter V. 
LIBERAL ARTS WORK IN THE IOWA STATE COLLEGE. 

The commission has been asked by the State board of education to 
investigate the following question : " Does the liberal arts work 
offered at the Iowa State College of Agriculture and Mechanic Arts 
come within the proper scope of that institution when considered in 
connection with the other educational institutions of the State ? " 
In the judgment of the commission, the issues raised by this question, 
as by the question relating to graduate work, are vital. They lie at 
the very root of the State's higher educational problem. Special 
attention has, therefore, been given to the subject, and a detailed 
discussion of principles and practices is presented in this chapter 
and in the appendix. 

The necessity of introducing some courses in liberal arts and 
science subjects into the curricula leading to the various degrees at the 
Iowa State College will not be disputed. While the work prescribed 
for degrees in agriculture, engineering, home economics, veterinary 
medicine, etc., is more or less technical in all the State universities 
or land-grant colleges, such work is nevertheless undergraduate, 
and, with the possible exception of veterinary medicine, not pro- 
fessional in its nature. It is now upon a scientific collegiate basis, 
rather than upon a mechanic arts or purely vocational basis. The 
first two years of the undergraduate curricula in agriculture and 
engineering in nearly all of the strong universities of the United 
States and in specialized institutions like the New York College of 
Agriculture in Cornell University and the Massachusetts Institute 
of Technology are largely made up of work in the fundamental 
mathematical and scientific subjects, such as botany, chemistry, 
mathematics, and zoology, in combination with varying amounts of 
English composition and literature, history, modern languages, eco- 
nomics, political science, and sociology. It happens not infrequently 
also that general or survey courses in the latter group of subjects are 
put into the last two years of the undergraduate course. It is of 
the greatest importance in this connection to keep clearly in mind the 
distinction, which is elaborated elsewhere in this report, between 
the major lines of work in an institution like the Iowa State College, 
and the group of liberal arts and science subjects here under dis- 
cussion. The latter are and ought to be auxiliary or service subjects, 
which serve either as the foundation or as buttresses for the main 
structure. 

The principle on which liberalizing subjects, whether humanistic 
or scientific, should be included in the schedule of work of an institu- 
tion organized by the State for the express purpose of developing 



LIBERAL ARTS WORK IN IOWA STATE COLLEGE. 67 

curricula in agriculture, engineering, etc., may be stated thus : Only 
such liberalizing subjects should be incorporated in the offerings of 
the institution, and only in such amounts, as will wisely reenforce 
the technical or semitechnical specialized curricula for whose develop- 
ment the institution was constituted. In all institutions like the 
Iowa State College attempts to develop courses in these subjects for 
themselves are certain to be made. Strong teachers will naturally 
urge elaboration of the subjects in which they are interested, some- 
times in disregard of the purposes of the institution as a whole. 
Courses may even be offered as a means of holding students already 
registered who have changed their professional or academic inten- 
tions. If there be such students in the institution, they should, of 
course, be directed to seek instruction in other institutions emphasiz- 
ing other curricula. 

It is the commission's opinion that all these attempts should be 
checked by the governing board, even though the plea be made that 
the cost of such tentative development is small, or that the number 
of students is not large, or that a local demand is to be met. To take 
specific examples, the development of extended courses in psychology, 
in the history and theory of education, in political science, or in ad- 
vanced mathematics, in the Iowa State College should be authorized 
by the board only upon proof that such courses are indispensable for 
the purpose of supporting regular work in the major lines already 
mentioned. The problem of the relation between undergraduate 
work and graduate work in the different departments in the Iowa 
State College is more fully discussed in another place. If the prin- 
ciple of the establishment of major lines of work, forming the main 
structure in the curricula of the State institutions, be accepted, an- 
other principle will be at once clearly defined. All departments of 
an institution must be treated alike in the matter of thoroughly ade- 
quate provisions of men and apparatus with which to do the work 
required by the purposes of the college. All departments need not 
be treated alike, however, in facilities for expansion and outreach 
into graduate courses and research. A service department is a serv- 
ice department and not a major department, and it must so remain, 
if waste and unwarrantable duplication of effort and expenditure 
are to be avoided. 1 

1 Certain departments, like chemistry and botany, by their intimate and organic relation 
with the research work of experiment stations, will need to develop specialized forms of 
work in the direction of major lines ; for example, soil chemistry, organic chemistry, plant 
pathology, and dairy bacteriology. But in all such cases a clear differentiation of de- 
partmental functions should be enforced, for the State does not need two groups of re- 
search men and two research laboratories for plant pathology or dairy bacteriology. It is 
even conceivable that a strong man in one of the other State institutions might develop 
his talents along one of these lines to a point which would make it desirable to transfer 
him to the State college staff instead of continuing his work on the old location. 



68 STATE HIGHER INSTITUTIONS OF IOWA. 

Courses in practically all of the subjects referred to above are 
taught in the Iowa State College and embodied in widely varying 
proportions in the curricula leading to different degrees. Some of 
them, for example, English and mathematics, are required of nearly 
all students in agriculture, engineering, and home economics. The 
commission finds no evidence that the number of instructors in these 
fundamental subjects, as taught in the first and second years, is too 
large or that the services of these instructors are uneconomically 
utilized. Furthermore, the number of semester hours required in 
these subjects in the curriculum of the first two years does not appear 
excessive or ill balanced. Work in English composition, elementary 
mathematics, and like subjects for students of the first and second 
years, if the number of students in each place exceeds 200, is probably 
carried on just as economically and just as effectively in two or three 
places as in one. Two hundred students will keep fully occupied 
two instructors in first-year mathematics, two in chemistry, and two 
in rhetoric ; similarly, laboratory space for 600 first-year students in 
chemistry and zoology would not be greatly economized if work 
were to be done in one place, as contrasted with a more or less equal 
distribution of it in three places. In other words, the commission 
finds no evidence of unnecessary or wasteful duplication of work of 
the first and second years in the three State-supported institutions 
in Iowa. Each has its corps of instructors for these years fully 
occupied, and pressure upon its space for the work of these two 
years is not below normal. 

Substantially the same thing is true of the essential service courses 
in the third and fourth years in the curricula in agriculture and home 
economics in the State college. The prescribed courses in such cur- 
ricula, in mathematics, physics, chemistry, botany, zoology, English, 
economics, education, and psychology is warranted by the normal 
needs of these groups of students. In order to meet the requirements 
of the State law in regard to the certification of teachers, students 
who wish to be prepared upon graduation to teach agriculture, home 
economics, and manual training must have had instruction in certain 
prescribed subjects. The obligation to give this instruction can 
scarcely be called optional for the institution unless some device is 
worked out by which a student may obtain these courses elsewhere 
through an organized plan of inter-institutional movement of stu- 
dents. Such plans are not yet common in America. 

In the more advanced and specialized courses the commission finds 
considerable duplication of courses offered elsewhere. Much of this 
seems unwise and unwarranted when judged by the principle an- 
nounced by the college as covering its service departments of instruc- 
tion. The commission finds an illustration of this tendency in the 



LIBERAL ARTS WORK IN IOWA STATE COLLEGE. 69 

department of chemistry. The college must maintain its under- 
graduate work in chemistry upon a high level ; it must provide every 
necessary facility for the chemical side of the work of the agri- 
cultural and engineering experiment stations. Undoubtedly it must 
also develop certain lines of graduate work in chemistry connected 
with the agricultural experiment station, which has a special obliga- 
tion to the Federal Government and the engineering experiment 
station. It does not follow, however, that the college would be war- 
ranted in attempting to establish a great school of chemical instruc- 
tion and research, covering every phase of the vast and varied 
subject. If the State is to support several departments in different 
institutions, it may well insist upon strictly defined specialized lines 
for each institution. Unquestionably the State college must under- 
take a great development of chemical research as related to 
agriculture, but the preparation of men to be research workers in 
numerous other branches of chemistry is not necessarily an obliga- 
tion laid upon the State or upon this particular college. 1 

The commission recommends a thorough-going revision of the an- 
nouncements of this department and the elimination of all courses 
that are not strictly in conformity with the principle of the develop- 
ment of major lines, and do not directly reenforce the work of the 
experiment stations. An advisory committee of members of the 
American Chemical Society, who have no relation whatever to the 
State college and State university, could undoubtedly assist the board 
very materially in determining the lines of advanced work in chem- 
istry which each institution should cultivate. 

The charge has frequently been made and widely believed that the 
Iowa State College has endeavored to build up a curriculum in liberal 
arts and sciences leading to a nontechnical degree either in general 
science or in arts. The present president of the college and others 
in responsible positions disclaim in most explicit terms any attempt 
to build up such a curriculum. They insist that only such liberal 
arts subjects and only so much of such subjects will be taught by the 
institution as will be needed for a properly balanced and enriched 
curriculum in agriculture, engineering, home economics, and veteri- 
nary science. While the commission accepts this statement as an 
accurate description of the present intention, there is some evidence 
that an attempt was made at an earlier period in the history of this 
college to formulate a curriculum which might have been described 
not inaccurately as a curriculum of liberal arts and sciences, even 
though it was not intended to have it lead to the degree of bachelor 
of arts. The commission found some conflict of testimony as to the 

1 For a comparison between the offerings in chemistry by the Iowa State College and 
by other institutions, see Appendix, p. 141. 



70 STATE HIGHER INSTITUTIONS OF IOWA. 

deiiniteness and vigor of this attempt. Possibly part of the differ- 
ence of opinion rose from the difference of concept as to what was 
meant by a general or a liberal arts course. Since both the humani- 
ties and the sciences are now accepted as proper liberalizing discip- 
lines, the commission does not distinguish between a curriculum in 
which a student may major in geology or mathematics and receive 
a degree of bachelor of science in general science, and a curriculum 
in which a student may major in philosophy or economics. Courses 
offered in several departments in the general catalog for 1915-16 
indicate a past or present ambition to expand certain subjects beyond 
the needs of the curricula in which they constitute a subsidiary ele- 
ment. 

It is necessary, therefore, to examine the contention that all the 
work in liberal arts and pure science now offered is primarily sub- 
ordinated to the interests of students taking one of the curricula 
leading to degrees in agriculture, engineering, home economics, etc. 
In place of the "colleges" commonly found in the larger univer- 
sities, this institution has a grouping of departments designated as 
" divisions," for example, the division of engineering, the division of 
agriculture. It is evident that the division of industrial science 
is constituted in a different manner from the other divisions, and 
that the procedure of a student in this division, if not his original 
intention, is likely to differ quite markedly from the procedure of a 
student who enters upon the curricula in agriculture or engineering. 
The catalog for 1915-16, page 232, states: 

The courses in industrial science are not " liberal arts courses." They are 
courses intended to fit the student for certain specialized fields of professional 
activity * * *. An opportunity is offered for the election of an amount of 
general work approximately equal to that allowed or required in other techi- 
nical courses of the institution * * *. Neither are those courses to be re- 
garded as general science courses, for as soon as the scientific and linguistic 
foundation of the freshman and a part of the sophomore year has been se- 
cured, the student is required to specialize in some science and to relate it 
definitely to its industrial and professional phases. 

The division of industrial science includes the departments of — 

Bacteriology and hygiene. Mathematics. 

Botany. Military science and tactics. 

Chemistry. Modern languages. 

Economics. Music. 

English. Physical training. 

History and psychology. Public speaking. 

Library. Zoology. 

Logically geology and physics should be here, but they are, as it 
happens, departments in other divisions. 



LIBERAL ARTS WORK IN IOWA STATE COLLEGE. 71 

In the division of industrial science there are four curricula lead- 
ing to the degree of bachelor of science with major work in one of 
the following departments: 

Bacteriology and hygiene. Mathematics. 

Botany. Physics. 

Chemistry. Veterinary anatomy. 

Economics. Veterinary pathology. 

Entomology. Veterinary physiology. 

Geology. Zoology. 

Special groups in this department are : 

Applied botany. Applied entomology. 

Applied chemistry. Applied geology. 

Joint or five-year curricula are offered in chemical engineering, 
agricultural engineering, and home economics. A six-year combined 
curriculum with veterinary medicine is also provided. 

The curriculum of the freshman year in industrial science u leading 
to the degree of bachelor of science (in some major science)" has no 
industrial subject whatever in its total of 34 or 37 hours, unless 2 
hours of the industrial history of the United States or of the eco- 
nomic history of American agriculture be so characterized. In this 
respect the curriculum does not greatly differ from the curriculum in 
agriculture. In the sophomore year, 16 hours of " science electives " 
and 12 hours of free electives are included in the total of 36 hours. 
The only industrial subjects that appear here in the science electives 
are veterinary anatomy, veterinary pathology, and veterinary physi- 
ology. The major for the junior and senior years requires that at 
least 20 hours out of a total of 64 shall be chosen from the major 
subjects enumerated above. 

From these statements it appears that a student in getting his 
bachelor of science degree might reduce the elements which are really 
industrial to a very low minimum. If his major were in economics, 
mathematics, or geology, he would have 2 hours of industrial sub- 
jects in the freshman year, none in the sophomore year, and a maxi- 
mum of 24 in his junior and senior years, with a possibility of 
materially reducing the 24 with the approval of the proper authori- 
ties. This is not far from the substance of a curriculum in liberal 
arts and sciences. The distinction between a major in geology and 
a major in history is not material, if the principle of prescribed 
courses along major technological lines, in accordance with the pur- 
pose of the college, is accepted. While the curriculum does not 
permit a major in such humanistic subjects as English, modern 
languages, and education, each of these subjects may have a con- 
siderable representation through the free electives. 



72 STATE HIGHEK INSTITUTIONS OF IOWA. 

It does not appear that many of the relatively small number of 
students taking the degree in industrial science have been allowed to 
abuse the opportunities which exist for making extreme schedules. 

In the following paragraphs the offerings of three of the depart- 
ments included in the division of industrial science are analyzed with 
a view to determining how far they have conformed in their devel- 
opment to the limitations laid upon them as service departments sub- 
ordinate to the major technological lines of the college. An analysis 
of the offerings of four other departments in the same division is 
given in the appendix, page 140. 

An analysis of the department of English and the department of 
literature, which appear to be really one department, shows that the 
principle of subordination of the work of these departments to 
the major purpose of the college is well followed out. The un- 
expectedly large number of courses in these departments is due to 
the splitting up of the elementary work into courses which, in the 
main, duplicate each other, having slightly varied credit values for 
different groups of students — for example, those in home economics 
or in agriculture. In English 15 courses are announced, of which 1 
set of 2 courses, with 3 credit hours each, is designed for agricul- 
tural engineers ; another for agricultural students ; still another, with 
2 hours' credit, for women. The total offerings, including these 
duplicates, are 36 semester hours, or, eliminating duplications. 22 
semester hours. 

In literature an elastic scheme of credit is elaborated. Literature 
1, for example, may be taken for 1, 2, 3, or 4 hours' credit. The maxi- 
mum obtainable in the general courses is 14 hours. An unusual 
group is described as "Literature as related to technical subjects 
and courses." One of these courses is "The scientific age in litera- 
ture." Others are " Literature of farm and community life," " Read- 
ing for children at home and at school," and " The farm library." 
The total offerings in this group in the department of literature are 
18 semester hours. No courses open to undergraduates and gradu- 
ates, or to graduates only, are offered in these two departments. 

The announcements in the department of economic science ("Ap- 
plied economics and social science") indicate a disregard of the 
sentiment which has kept English and literature purely service 
departments. Six courses, totaling 16 semester hours, are for under- 
graduates. Twenty-four courses, totaling IT semester hours, are for 
undergraduates and graduates, including two " seminar " courses 
(" current events," "reading economic magazines") , and one in re- 
search, involving public utilities, speculation, and "various other prob- 
lems and phases of social and industrial life." One course in thesis 
and research work is for graduates only. The head of the department 
states that each course is given a distinctly agricultural or engineer- 



LIBEEAL ARTS WORK IN IOWA STATE COLLEGE. 73 

ing bent and that it justifies itself as* a semitechnical or industrial 
course, as distinguished from a liberal-arts course. It is the opinion 
of the commission, however, that so large a number of courses is 
unnecessary for the support of the allied interests, and that the 
wide differentiation indicated by the titles just quoted scarcely repre- 
sents present institutional necessities. The commission would point 
out that the importance of a very thorough training in the principles 
of economics f or an engineer who wishes to do research work in rail- 
road rates, or in municipal or financial direction of public utilities, 
does not constitute an obligation on the part of this college to give 
such instruction, merely because it maintains a college of engineer- 
ing and an engineering experiment station. A student wishing to 
make this combination of economics with engineering would do far 
better to go to an institution making a specialty of graduate work 
in economics. The State and the State college would be the gainer 
by such an arrangement, and would avoid the criticism which might 
be leveled at the present tendency to develop advanced and graduate 
courses in economics in this institution. 
The courses in geology are designed — - 

to meet the requirements of students in civil engineering, students in the 
division of agriculture, students specializing in geology and botany, students in 
mining engineering, those who expect to become mining geologists and profes- 
sional geologists, and students taking general courses. 

Accordingly, a student's major may be in geology in the division of 
industrial science. In so doing he would take a maximum of 49 hours 
in geology, mineralogy, and physiography, without choosing any 
electives from these subjects, save as alternates for prescribed courses. 
This curriculum, with geology as major, whether designed for pro- 
fessional geologists or " students taking general courses," does not 
differ materially from that which could be taken in a standard col- 
lege of liberal arts and sciences, perhaps leading to an A. B. degree. 
It could not justly be described as auxiliary to any technological or 
semiprofessional purpose in agriculture or engineering. 

In the department of geology 28 courses are announced — 4 for 
undergraduates, 18 for undergraduates and graduates, and 6 for 
graduates only. These represent a total of about 95 semester hours, 
covering work in geology, mineralogy, petrology, petrography, strati- 
graphy, cartography, physiography, and meteorology. The staff of 
instruction consists of one professor, who is also professor of engi- 
neering and vice dean of the division of engineering, and one assist- 
ant professor. Six graduate courses are announced by the professor, 
with no indication of alternation in the giving of the courses year 
by year. Special work in the thesis course, with five hours' credit, 
may be taken in such specialties as metamorphism and stratigraphic 
geology. Except for the courses that may be used for a major in 



74 STATE HIGHEK INSTITUTIONS OF IOWA. 

industrial science or in one of the " general courses," the amount of 
work called for in this department by students in agriculture and 
engineering, even including mining engineering, would not require 
more than one-half the present offerings. 

The commission is clearly of the opinion that the work of this 
department, as announced in the catalogue for 1915-16, indicates 
the existence of a large duplication of the work done at the State 
university. Geology as a major subject in the curriculum in in- 
dustrial science and in any other curriculum designed to train pro- 
fessional geologists should be eliminated from the State college. 
The State does not need two research or graduate departments of 
geology, for the number of graduate students is not likely, in the 
near future, to be very large. The State university is in direct con- 
tact with the office of the State geologist and the great collections 
belonging to that office. Because of the development already at- 
tained at the State university under these conditions, that institu- 
tion is the logical and proper place for training all students who 
wish advanced work in geology. At the State university 19 courses, 
totaling 59 hours, are offered, besides 6 research courses, for which 
specific hours of credit are not announced. The department includes 
the same general scope of work as at the State college, and instruc- 
tion is given by two professors, one instructor, and one assistant. 

The State college must, of course, provide general courses in 
geology, meteorology, etc., in a service department conducted as 
such for students in agriculture and engineering, but the depart- 
ment of geology should be kept at that limit. If, as is quite pos- 
sible, a student should now and then be developed who desires to 
make geology a profession, or who seeks to strengthen himself as a 
mining geologist, provision should be made for his transfer to the 
State university or to some other institution with a sufficient num- 
ber of mining or geological students in its advanced or graduate 
courses to give a distinctly professional atmosphere and momentum, 
to create in him a real scientific or professional enthusiasm. In 
1914-15 the registration in mining engineering in the State college 
was: Senior class, 3; junior class, 4; sophomore class, 0; freshman 
class, 3. A group so small, even if kept carefully segregated, would 
be practically lost in the body of engineering and agricultural 
students. 

In order that the State college may avoid all further suspicion 
that it is endeavoring to build up a curriculum of liberal arts, the 
commission recommends that its officers take immediate steps (1) 
to confine the offerings of the departments included in the division 
of industrial science to such scope as is appropriate to purely service 
departments and (2) so to recast the requirements for the degree of 
bachelor of science in this division as to render it impossible for 



EXTENSION" WORK. 75 

any student to secure the degree without pursuing industrial or pro- 
fessional courses to an amount substantially equal to that required 
in other technical courses in the institution. These steps the com- 
mission thinks are necessary to make the work in this department 
coincide with the catalogue announcement quoted on page 70. 

SUMMARY OF RECOMMENDATIONS. 

1. The strict enforcement by the State board of education of the 
principle that departments of liberal arts and sciences at the Iowa 
State College of Agriculture and Mechanic Arts shall be simply 
service departments; especially the revision of the work offered in 
the departments of economic science, geology, physics, and mathe- 
matics to secure conformity to this principle. 

2. The abandonment of courses in chemistry at the Iowa State Col- 
lege which neither contribute to the major lines of that institution 
nor reinforce the work of the experiment stations. 

3. The revision of the requirements for the degree of bachelor of 
science in the division of industrial sciences to render it impossible 
to secure the degree except on completion of industrial and profes- 
sional courses (in contradistinction to liberal arts courses) equal in 
amount to those required in technical curricula. 



Chapter VI. 

EXTENSION WORK. 

The State board's memorandum, which in general has served as the 
commission's guide, says, under the caption " Extension Work " : 

Would it be feasible or wise to consolidate the extension work of the three 
institutions under one head which would represent the institutions collectively 
and correlate the work? * * * More or less duplication is sure to result if 
this work is carried on independently. Your advice touching these points will 
be much appreciated. 

The extension work of institutions of higher education is the 
taking of some part or parts of the institution to the people where 
they live. It is of two rather distinct kinds: (1) The giving of 
courses of instruction in the localities, representing similar courses 
at the institution itself; (2) instructing and aiding the people by 
means of many varieties of welfare work, rather than by recognized 
courses or sustained periods of instruction. 

The former is the true university extension — the extending of the 
institution, by means of summarized and popularized courses of lec- 
tures and reading in the subjects that are regularly included in its 
curriculum. This formal type of enterprise at present occupies a 
very minor place in the extension field. An institution' may now 
lend itself in many kinds of helpfulness and cooperate with any 



76 STATE HIGHEE INSTITUTIONS OF IOWA. 

number of agencies and organizations, to disseminate information, 
to aid a person in his occupation, to meet the problems of a com- 
munity, to set new forces in operation, to organize the intelligence 
of a constituency. This latter type of extension work has come pri- 
marily out of the land-grant colleges on their agricultural side, being 
an expression of their desire to reach a manifest need and to make 
the widest application of public funds. It is the expression of a new 
or decidedly modern intention in education. It is now recognized as 
a form of national as well as institutional effort, in the Smith-Lever 
bill, which was signed by President Wilson May 8, 1914, and which 
provides Federal appropriations for extension work in cooperation 
with State appropriations. This kind of extension enterprise is now 
reacting strongly on the older kind and on liberal-arts institutions. 

In the State of Iowa the older form of university extension was 
early undertaken by the State university, and, although it is yet 
continued to some extent, the welfare type is now, as elsewhere, 
greatly in the ascendancy. 1 

The Smith-Lever Act defines cooperative agricultural extension 
work (as conducted by the State college) to be " the giving of instruc- 
tion and practical demonstrations in agriculture and home economics 
to persons not attending or resident in said colleges in the several 
communities, and imparting to such persons information on said sub- 
jects through field demonstrations, publications, and otherwise." 
Aside from a flat appropriation of $10,000 to each State ($480,000 
for the United States), the proportion of the Federal appropriation 
that goes to any State is determined by the ratio that the rural popu- 
lation of the given State bears to the rural population of the United 
States, as shown by the next preceding Federal census, on condition 
that a sum equal to that which comes from the Federal funds shall 
be provided within each State. The total appropriation for coopera- 
tive agricultural extension that must be equaled by other than Fed- 
eral funds will be $4,100,000 when the operation of the bill matures ; 
it began with $600,000 and increases $500,000 each year for seven 
years. 

With the enlargement of the fields and intentions of higher educa- 
tion, extension work, as well as graduate work, is a natural expres- 
sion of the institution. It does not follow, however, that every 
department or unit in an institution may engage in extension work. 
The department must first be organized and developed effectively for 
its regular college teaching; the extension work, if it comes at all. 
should be the result of this internal maturity. In the case of more 

1 At the State university extension work was formally inaugurated by faculty action in 
October, 1891. Lectures of extension character were, however, given in 1887. 

At Iowa State College extension work has been conducted almost since the foundation 
of the institution, and was being carried forward on a considerable scale when the first 
State appropriation was made in 1906. 



EXTENSION WORK. 77 

or less competing institutions in any State, founded on public funds, 
there must also be a good working understanding between all of 
them. Manifestly, the division of extension work between such 
different institutions can not be geographical, particularly if the 
institutions are chartered as State institutions covering the Com- 
monwealth. The differentiation must lie primarily in the dividing 
of subject matter, recognizing the fact that the cooperative extension 
work of the land-grant colleges is clearly defined by Federal statute. 

The extension enterprises issuing from the three institutions in 
Iowa are uncorrelated. While there is no particular or damaging 
duplication at present, there is nevertheless danger in the situation, 
especially in municipal engineering and related lines, and the longer 
the condition continues the greater will be the likelihood of conflict. 
The difficulty lies in the nature of the situation in Iowa, whereby the 
people have not, by statute, accurately defined the spheres or at least 
the intentions of the institutions. No real reduction in the over- 
lapping of public effort can be accomplished in the extension work 
unless it is accomplished also in the regular collegiate work. The 
remedy lies in adopting the principle of the major line of work else- 
where advised; from these major lines the extension enterprises may 
develop regularly and fully. This procedure would also have the 
effect of solidifying the extension enterprise within the institution 
itself, making it a regular part of the institutional life, issuing from 
the major lines, rather than a thing apart, organized in entire sepa- 
ration — although, of course, the administration of extension work 
will always demand special offices and sets of officers. 

The commission recommends, as a means of reducing differences 
and adjusting difficulties between the three institutions in the field 
of extension work, that the board of education establish a conference 
composed of the persons immediately responsible for extension in 
each of the institutions and of a small special committee of the 
membership of the board itself, this conference to meet for discussion 
before the main enterprises for the year are laid out by the different 
institutions and as often thereafter as may be advisable. This con- 
ference should constitute a committee or council of guidance, without 
legislative authority. 1 

SUMMARY OF RECOMMENDATIONS. 

1. The strict application of the principle of the major lines of 
work to the development of the extension enterprises of the three 
State institutions. 

2. The establishment of a conference on extension work composed 
of members of the board of education and extension officers of the 
three institutions to discuss projects. 

1 For an account of the methods and scope of the extension work of the three State 
institutions, see Appendix, p. 145. 



78 STATE HIGHER INSTITUTIONS OF IOWA. 



Chapter VII. 

DUPLICATION OF WORK IN PSYCHOLOGY AND EDUCATION. 

The Iowa State Teachers College, at Cedar Falls, necessarily 
offers those subjects that are of special value to the professional 
training of teachers. Psychology and education are consequently 
furnished in reasonable amount, about 20 term hours of the former, 
about 30 of the latter (exclusive of some 20 hours of observation and 
practice teaching) , and 2 hours each of logic and ethics. 

This statement represents the operation of the schedule when 
repetition is disregarded. As a matter of fact three of the 5-hour 
education courses are given four times a year, another three times, 
and two twice in the year. So the total number of hours offered to 
students runs much higher than the figures given, although no one 
student could secure (exclusive of practice teaching) credit for 
more than the amount first mentioned. This program involves 
materially more, both of psychology and education, than the State 
law requires for first-class teaching certificates, but not more than 
is appropriate in a professional institution of this kind. Indeed, 
there might well be some development of the work in lines now 
either unrepresented or too meagerly represented. 

At the University of Iowa there has been for many years a depart- 
ment of education and also a department of philosophy and psy- 
chology. In 1913 there was established a college of education with 
its own dean and special staff, which therefore replaces the old 
department of education. In recent years, in connection with the 
general growth of the university, a considerable amount of graduate 
work has been developed both in psychology and education. The 
organization of both branches of work appears to be sound, and the 
large number of students electing courses in these departments 
would seem to indicate that they are fulfilling in large measure a 
need definitely felt by the student body. No doubt the attendance 
of students on these courses is largely affected by the State law, 
which requires that first-class teaching certificates may be issued 
only to persons who have successfully passed 6 units of work in 
psychology and 14 units of work in education. At the present time 
the college of education is offering roughly 50 credit hours, excluding 
research work, but including the summer term; the department of 
philosophy and psychology offers in psychology approximately 36 
hours, exclusive of research and inclusive of the summer session. 
These figures are approximate only, because the work necessarily 
varies slightly from year to year and is likely to be particularly 
variable in the summer term. Both departments are handling large 
groups of students in a creditable manner. (See Table 6.) There 



DUPLICATION IN PSYCHOLOGY AND EDUCATION. 79 

would seem to be no reason why they should not be permitted to 
develop in response to any genuine demands as rapidly as the 
financial resources of the institution and a just regard to the similar 
development of other academic interests will permit. 

One point at which difficulty has been encountered relates to the 
State law requiring that the schools shall offer instructions in house- 
hold economics, agriculture, and manual training. Through its 
existing departments the university has been in a position to fur- 
nish proper instruction in domestic science and to do something 
toward training in the manual arts, but it is obviously not properly 
equipped to offer work in agriculture, Nevertheless, there are on its 
grounds at all times a large number of young people planning to 
fit themselves for the work of teaching in the schools of the State 
where they are likely to be called upon to offer or supervise ele- 
mentary instruction in agriculture. More pressing has been the 
need of teachers already in the field who have not had this training, 
and who, in order to comply with the law, must secure such instruc- 
tion at the earliest possible moment. Many such teachers can only 
come during the summer term, and the university has accordingly 
been put under pressure to furnish instruction in agricultural sub- 
jects at that time, whatever it might do during the remainder of the 
year. It need hardly be said that such work in the nature of the 
case duplicates to some extent work given at Ames and at Cedar 
Falls. 

Work in psychology has been offered at the State college ever since 
its foundation. At first the offering of courses was very modest 
and designed to give a general introductory discipline to such stu- 
dents as might in point of fact be expecting to teach. With the 
rapid growth of the work in domestic science, and with the increas- 
ing emphasis on agricultural instruction in the schools, occasioned 
by the legislation so often referred to, it has come about that the 
number of students at any one time on the grounds at Ames expect- 
ing to become teachers is very large, running well up into the hun- 
dreds. The college has not unnaturally felt that it owed these 
young people the opportunity to train themselves reasonably for 
their function as teachers, not only in their subject matter, but also 
in those accessory branches most directly related to the technique of 
teaching, two of which, pedagogy and psychology, are actually re- 
quired by the law. (See Table 6.) In response to these motives, 
the work in education has been developed very rapidly since 1911 ; 
the work in psychology somewhat more slowly, but nevertheless 
definitely. The program schedules approximately 24 semester hours 
of education, disregarding practice teaching (6 hours) and research, 
and 23 hours of psychology, including 2 of ethics; 16 hours of the 
education work are repeated in the summer, with 4 hours of practice 



80 STATE HIGHEB INSTITUTIONS OF IOWA. 

teaching work; 11 hours of psychology are thus repeated. The 
amount of work so offered is in theory designed simply to comply 
with the minimum requirements of the law ; that is to say, 14 units 
of education are ostensibly offered and 6 units of psychology. As a 
matter of fact, appreciably more than this is offered, but under the 
conditions of election of courses that exist at the State college, it is 
probably true that no single student would normally find it pos- 
sible to secure more than the amount called for by law. Evidently 
this can not be profitably taken all in one term, and if spread out to 
cover several terms, it almost inevitably results that the total amount 
offered is in excess of this legal requirement. 

In the summer term teachers are coming in increasing numbers, 
as they are at the State university and at the State Teachers Col- 
lege, to equip themselves to meet the demands for instruction in 
agriculture, domestic science, and the manual arts. With the facili- 
ties available at Ames it is obviously possible to give admirable 
opportunity for accomplishing this particular purpose. In conjunc- 
tion, however, with such courses the authorities at Ames have seen 
fit to offer an appreciable number of other courses covering work in 
school administration, in the principles of teaching, etc., work which 
has been most highly developed heretofore at the State university. 

It appears, therefore, that as between Iowa State College and the 
State university there is at present an appreciable overlapping of 
work in psychology and education. That elementary psychology 
must be given at both places is apparently agreed upon by all con- 
cerned. That the work at the State college may well touch upon 
educational psychology and some of the more practical of the ap- 
plied branches of psychology is also not called in question. There 
appears to be no intention to go further than this, and there is 
consequently at this juncture no division of opinion as between the 
authorities at the State college and the State university regarding 
the appropriate policy to be followed. The more advanced work will 
continue to be developed and carried on at the State university as in 
the immediate past. In education, however, while there is again no 
disposition to question the wisdom and necessity of giving the more 
rudimentary instruction in education at both places, such for ex- 
ample as courses in the history of education, in general methods, 
and the like, there is a division of opinion regarding the extent to 
which work in agricultural education may be properly undertaken 
at the State university, and regarding the extent to which work in 
school administration, with special reference to the interests of super- 
intendents and supervisors, may be justifiably developed at the State 
college. 

In view of the very great difficulty in training teachers so that 
they may comply with the new State law, it seems probable that the 



DUPLICATION IN PSYCHOLOGY AND EDUCATION. 81 

resources of all the State institutions will for several years be strained 
to the limit, especially during the summer term. It is, therefore, 
very doubtful whether there ought to be any external limitation put 
upon the facilities offered at the several State institutions for giving 
work in home economics, agriculture, and manual training until the 
present force of teachers in the State schools has become satisfactorily 
equipped to meet these obligations. This may well take several years 
to accomplish, assuming that in the meantime there is no modification 
of the law. 

It may, however, well be questioned whether, after this service 
has been substantially rendered, there may not properly be a some- 
what rigorous delimitation of the work in psychology and education 
at the State college such as will prevent the development there of 
more than that amount of work requisite to meet the requirements 
of the State law for first-class certificates. It is the understanding 
of the commission that such a policy is, as stated above, avowedly 
that of the present administration at the State College of Agriculture 
and Mechanic Arts. It is, however, equally obvious that, unless some 
rigid supervision is exercised, the history of other institutions will be 
repeated and this work will little by little be allowed to grow until 
it has quite outstripped the original intentions of its founders. Cer- 
tainly, with the exception of work in agriculture, the more advanced 
forms of training for teachers and especially for superintendents 
and supervisors who are to go into the higher branches of work in 
the State ought chiefly to be provided for at the State university. 
The facilities for such work are already fairly satisfactory there and 
can readily be developed into conditions of an entirely adequate kind 
with a smaller expenditure of time and money and among more con- 
genial academic surroundings than elsewhere in the State. 

Such development will require substantial expenditures, but they 
should unquestionably be made. There is decided need for a proper 
practice school at the university. As a makeshift the present ar- 
rangements may be accepted for a time, but they lack stability, and 
are imperfect in many essential particulars. The State can hardly 
justify a policy which involves doing poorly a thing that, if done at 
all, ought to be done supremely well. No informed person can doubt 
that this practice teaching work ought to be done, and it is to the 
interest of every community in the State that it be done in the best 
possible manner. If in this matter the State is to" draw upon, or co- 
operate with, the school authorities of Iowa City or any other 
municipality, it should be under conditions that fully safeguard the 
larger interests of the State by assuring opportunities which both 
qualitatively and quantitatively are representative and adequate. 
Otherwise the State ought to rely wholly upon its own resources. 
41817°— 16 6 



82 STATE HIGHER INSTITUTIONS OF IOWA. 

Replying more specifically to the inquiry of the State board of 
education, the commission feels that, as it has indicated above, a 
certain limited amount of work in education is justifiable at the 
State college of agriculture and mechanic arts. The obstacles at 
present encountered in the execution of any proposition to have 
teachers who are preparing to give instruction in agriculture take 
their agricultural work at the State college and their work in 
education at the State university or the State teachers college are of 
two main types, the one sentimental and capable of mastery, the 
other instrinsically educational and much more difficult to eliminate. 

In view of the present attitude of mind among the students and 
the alumni of the State university and the State college of agricul- 
ture and mechanic arts, any discussion of migration between these 
two institutions may be dismissed as purely academic. Speaking 
broadly, no student will go from one to the other if he can possibly 
avoid it. Obviously this prejudice is intrinsically perverse and 
almost morbid, and with a more rational state of the public mind, could 
not for a moment be countenanced. It does, however, relate vitally 
to the actual facts in the present situation. Migration from Ames to 
Cedar Falls would encounter another type of sentimental prejudice, 
but one perhaps equally deep-seated. There is no material animosity 
between these two groups of students or between the alumni, but the 
students and graduates of the State college are not disposed to favor 
migration to the institution at Cedar Falls. However unjustifiable 
this attitude may be, it would at least make it difficult to induce stu- 
dents to go to the State teachers college in the necessary numbers to 
make a solution *of the problem based on migration at all satisfactory. 
Moreover, there are difficulties on the side of inadequate accommo- 
dations at the State teachers college, commented upon elsewhere in 
this report (p. 55), which would render this proposal inadvisable 
without a very material enlargement of the staff and the plant at 
Cedar Falls. 

The other difficulty concerns the fact that, in order to secure the 
best results in handling the courses in education, it is desirable that 
several of them should be given in chronological succession covering 
appreciable periods of time, so that the student may progress from 
the more elementary to the more advanced phases of the subject. If 
a student were to give his entire time for one year or even for one- 
half of a year to educational subjects alone, it would too largely com- 
press the material and oblige the student to take parallel with one 
another courses which, to be handled most advantageously, should 
be given one after the other. Moreover, it is often highly desirable 
that the student should be carrying other subjects along with his 
work in education rather than be giving his time exclusively to that 



HOME ECONOMICS IK THE STATE INSTITUTIONS. 



83 



topic. These considerations, while not constituting an insuperable 
obstacle to the proposition to have students migrate from Ames to 
Iowa City for their work in education, do create a very genuine diffi- 
culty which could hardly be altogether removed. Undoubtedly 
courses in education can be given occupying the entire time for half 
of a year or all of a year which students could pursue with advan- 
tage. But it would be distinctly less desirable than an equal amount 
of time in such courses spread over a longer total period; e. g., two 
or three years. 



Table 6. 



-Registrations in psychology and education courses, exclusive of 
summer sessions. 



Courses. 


At the State university. 


At the State college at Ames. 


1912-13 


1913-14 


1914-15 


Total. 


1912-13 


1913-14 


1914-15 


Total. 


Psychology 


279 
663 


326 
689 


408 
769 


1,013 
2,121 


271 

68 


242 
300 


366 
435 


879 




803 






Total 


942 


1,015 


1,177 


• 3, 134 


339 


542 


801 


1,682 







SUMMARY OF RECOMMENDATIONS. 

1. The imposition of no external limitation upon facilities offered 
at the three State institutions for giving work in home economics, 
agriculture, and manual training until the present force of teachers 
in the State schools is equipped to meet the obligations imposed by 
the State law. 

2. Thereafter the delimitation of work in psychology and educa- 
tion at the State college to the amount requisite to meet the require- 
ments of the first-class State certificate. 

3. The provision of better practice facilities at the State university. 



Chapter VIII. 

HOME ECONOMICS IN THE THREE STATE EDUCATIONAL 

INSTITUTIONS. 

The department of home economics at the Iowa State University 
was first organized in September, 1913. Its establishment resulted 
from a prevailing sentiment that all women should find it possible 
during their college or university years to secure such instruction in 
the household sciences and such training in the technique of house- 
hold arts as will enable them to administer their own households 
efficiently and to care for the physical, mental, and moral well-being 
of the inmates thereof. 

The Iowa State College of Agriculture and Mechanic Arts was a 
pioneer institution in the introduction of home economics courses into 



84 STATE HIGHER INSTITUTIONS OF IOWA. 

college curricula, the first work in this subject having been offered 
in 1869. The authorities in control of the institution at that time 
considered the instruction of women in the arts and sciences related 
to homemaking as in harmony with the spirit of the Morrill Act. 
The Federal Government, through the Department of Agriculture, 
has since given recognition to home economics as a legitimate line 
of instruction in land-grant colleges. 

The courses in home economics in the Iowa State Teachers College 
have been arranged to meet the need in the State for teachers of these 
subjects -in rural and elementary schools. The importance of this 
department in the Iowa State Teachers College has been greatly 
increased since the enactment into law of a requirement that domestic 
science be taught in all rural schools, which necessitates the equipment 
of 12,000 rural teachers with some knowledge of this subject. 

Bearing in mind the reasons for the development of these various 
courses, the commission undertook to study the present status of home 
economics and to reach a conclusion as to the position it should occupy 
at each institution. 

The department of home economics in the university is housed in 
one of the older buildings on the campus, but such alterations have 
been made as to convert this structure into an entirely sanitary, excel- 
lently lighted series of offices, classrooms, and laboratories. The 
equipment provided for teaching the various lines included under 
" foods," " dietetics," " clothing," and " textiles " is of most admirable 
type and so plentiful that no additional purchase of similar equip- 
ment will be needed for several years, even should the enrollment 
in the department be doubled. However, the consensus of opinion 
among home economics teachers is that household administration 
cannot be most effectively taught without a residence of some sort 
for use as a practice house. Since the department is otherwise so 
well equipped, it seems especially desirable that it should not be 
handicapped by the lack of this piece of apparatus. The initial 
expense is comparatively small and the cost of maintenance incon- 
siderable. Such expenditure is in the commission's judgment legiti- 
mate. The teaching force of the department is adequate and could 
easily care for an increase of 30 per cent in the number of students. 

In view of reasons elsewhere set forth in this report, the commis- 
sion considers it unwise to develop at the State university courses in 
home economics leading to degrees. The proper function of the 
department in the scheme of university instruction should be that 
of a service department. Because of both its practical and its cul- 
tural value, the continuance of home economics on this basis is 
amply justified in any institution frequented by women. That 
courses in the subject not only afford useful training in the arts and 
sciences involved in the maintenance of efficient homes, but that their 



HOME ECONOMICS IN "THE STATE INSTITUTIONS. 85 

content tends to broaden and humanize the experience of women 
students is commonly recognized. A certain amount of duplication 
in the fundamental lines of home economics teaching between the 
university and the State college is naturally unavoidable, as in the 
case of English and mathematics and other subjects generally held 
to be indispensable in both liberal and technical curricula. Unwar- 
ranted duplication can be prevented if the university department is 
kept from expanding beyond the limits of a service department. 

Having regard to the definite differentiation of the university de- 
partment from the department at the State college, where home 
economics constitutes one of the major lines of work, the development 
of courses for the training of high-school teachers of home economics 
should not be encouraged at the university. But there is another 
field which the university department, as it expands, may enter 
legitimately and consistently with the principles here enunciated. 
It may contribute to the training of hospital dietitians. The 
conjunction at the university of a department of home economics 
with a hospital and a medical school of the first rank presents an 
unusual opportunity for the development of this type of instruction. 
Although the demand for trained women as prescribing dietitians 
is new, it will apparently soon be considerable. If the State desires 
to create such courses, they should be connected with the home 
economics department at the university. This is not to be under- 
stood, however, as implying a recognition of professional courses 
in home economics at the university. 

The department of home economics, established in the Iowa State 
College of Agriculture and Mechanic Arts in 1869, was recognized 
as a separate division in 1913. This division includes not only the 
usual household economics subjects, but also the department of 
physical training for women. The arrangement is most admirable 
and fortunate in this particular institution, where practically all 
women students are enrolled in the home economics courses. 

The division of home economics has overflowed the recently con- 
structed fireproof building and now uses four rooms in the chemistry 
building. A new and adequate building is an approaching necessity 
and should be so constructed that a woman's gymnasium may be 
included in it. 

The teaching of home economics in the State College of Agricul- 
ture and Mechanic Arts has followed well-defined lines. It has 
been planned primarily to train the college women to perform house- 
hold tasks dexterously and to understand the scientific principles 
underlying these tasks, and it has prepared many women for teach- 
ing and directive positions. More recently there has been organized 
a strong technical course for women not desirous of receiving a 
college degree. 



86 STATE HIGHER INSTITUTIONS OF IOWA. 

There are certain directions in which the division of home eco- 
nomics may be developed logically and consistently with the prin- 
ciples already emphasized in this report. The State board may 
appropriately encourage the enlargement at the State college of 
facilities for preparing women for various positions of responsibility 
in dormitories, tea rooms, hospitals, and cafeterias. To this end it 
seems desirable that the college cafeteria be placed under the charge 
of the home economics division, and as far as possible used as a prac- 
tice place. The training of hospital dietitians, however, appears, in 
view of the considerations already mentioned, to be more fittingly the 
function of the university department of home economics in con- 
junction with the university hospital. The commission recommends 
that effective cooperation between the home economics division and 
the authorities in charge of women's dormitories be established. In 
addition to training high-school teachers of home economics, a task 
to which the State college is already committed, the institution may 
well respond to the growing demand for the preparation of teachers 
of this subject for trade and industrial schools. 

The rooms set apart for instruction in home economics at the Iowa 
State teachers college are located in portions of three widely sepa- 
rated buildings and even in different parts of the city. One food 
laboratory is in an inconvenient basement room. In the two sewing 
rooms, which are on the second floor of an old building, the lighting 
is so poor that artificial illumination must be depended upon during 
most of the day. With the completion of the new building now under 
construction, the food laboratory conditions will be somewhat im- 
proved. In other respects the housing of the department will still 
be very unsatisfactory. Two full years in home economics are offered 
in the degree courses and the diploma courses. In the rural teacher- 
training course the work covers two terms. In compliance with 
statutory provision a 12 weeks' course is also maintained. 

There are certain fundamental weaknesses in the organization of 
the department of home economics at the Iowa State Teachers Col- 
lege which prevent the highest efficiency in teaching. The professor 
in charge of the work in the degree and diploma courses does not 
oversee either the instruction offered in the rural teacher-training 
course and in the practice school or the classwork in home economics 
at study centers held in different parts of the State. That a subject 
or group of related subjects should be taught in any one institution 
by three separate and noncooperative groups of teachers is a more 
regrettable condition than a possible overlapping of similar work 
in three widely separated institutions. Such lack of departmental 
coordination can hardly fail to lead to divergent methods of teach- 
ing and to unequal stress upon different phases of the subject. 



HOME ECONOMICS IN THE STATE INSTITUTIONS. 87 

Almost equally unfortunate is, in the commission's judgment, the 
use of home economics classes in the rural teacher-training courses 
as practice classes for home economics students in the diploma courses. 
Rural teachers are required by law to prepare themselves to teach 
domestic science. There is at least an implicit obligation laid upon 
the State to furnish at the State training school appropriate facilities 
for this preparation. In view also of the commanding importance of 
their future work, these rural teachers should not be subjected to ex- 
perimentation during the all-too-brief period of their professional 
training. 

As indicated in other parts of this report, teachers carrying 20 
hours of college teaching a week with full classes should not be 
allowed to serve in study centers on Saturdays, unless this added 
burden is offset by release from some of their intramural work. 

The commission recommends the reorganization of the work in 
home economics at the State teachers college through the appoint- 
ment of one well-trained woman as head of the department, who 
shall have the direction of all the teaching in home economics sub- 
jects done on the campus, in near-by practice schools, and in the 
study centers maintained throughout the State. She should be paid 
a salary comparable with those paid to other department heads. 1 

SUMMARY OF RECOMMENDATIONS. 

1. The development at the Iowa State University of home eco- 
nomics as a service department along lines that will make it of 
greatest value to students majoring in other courses of study. 

2. The avoidance by the university of courses that duplicate the 
work offered at the State College of Agriculture and Mechanic Arts 
in the preparation of high-school teachers. 

3. The establishment at the university of special lines of work for 
the training of hospital dietitians. 

4. The provision in the near future of enlarged accommodations 
for the department of home economics at the State College of Agri- 
culture and Mechanic Arts. 

5. The provision of opportunities for preparation in institutional 
and cafeterial management at the State college. 

6. The provision of special courses for the preparation of trade 
and industrial school teachers at the State College of Agriculture. 

7. The improvement of the accommodations provided for work in 
home economics at the Iowa State Teachers' College. 

8. The reorganization of the work at the teachers college under a 
single head. 

1 The salaries at present paid to home economics teachers at the State teachers col- 
lege are also too low to enable the institution to compete in the open market for the 
best teachers. For a comparison with those paid at Ames and Iowa City see ap- 
pendix, pp. 166, 171, 183. 



88 STATE HIGHEK INSTITUTIONS OF IOWA. 

Chapter IX. 
SUBCOLLEGIATE WORK. 

In the light of facts presented elsewhere in the report, notably in 
Chapters II and III, the commission has ventured to make a some- 
what careful study of subcollegiate work, and submits herewith its 
conclusions. Two of the three institutions visited by the commission 
carry on subcollegiate work on a more or less extensive scale. 

At the Iowa State Teachers College, in 1914-15, the general normal 
diploma course showed 45 men and 219 women registered, and the 
rural normal diploma course 109 men and 482 women. These, in- 
cluding a few miscellaneous registrations, made a total in these 
courses of 865 students. The requirements for admission to the 
normal, diploma courses are " on the basis of the rural school 
diploma " or the first-grade uniform county certificate ; the instruc- 
tion is confined mainly to the subjects required for securing a uni- 
form county certificate or the normal diploma and second-grade 
State certificate. The need for some pedagogical training for all 
teachers in the rural and grade schools is urgent in every State in the 
Union. The public-school system in the State of Iowa needs annually 
some three thousand new teachers, many of whom will, as a matter 
of fact, enter their work without any school training in pedagogy. 
The effort on the part of the State teachers college to meet these 
demands by offering these subcollegiate courses is to be commended, 
as an essential part of the service of this great institution. In view 
of the fact that no other normal schools exist in the State, and the 
further fact that the training given in the normal courses in selected 
high schools is at best superficial and incidental to other purposes of 
the high schools, the commission believes that a still larger propor- 
tion of the energies of the State teachers college might profitably be 
devoted to the subcollegiate work, both in the regular session and in 
the summer session until such time as the State shall respond to the 
need for better training for all the teachers in its public schools and 
especially those in the rural schools. There is little danger that the 
development of this work, which is so directly accordant with the 
original purpose of the institution, will be overemphasized, or that 
it will bring the institution into unfair competition with the standard 
secondary schools. A distinct advantage of these courses, as given 
in the State teachers college, especially the vocational normal course 
and the rural teachers course, is found in the opportunity for practice 
teaching, for example in the demonstration rural schools maintained 
by the teachers college, under conditions approximating those which 
the student will afterwards meet in her independent teaching. But, 
although these courses meet an urgent present need, one which will 



SUBCOLLEGIATE WORK. 89 

undoubtedly continue to be felt for some years, the State teachers 
college should, as soon as possible, extend its courses for the training 
of elementary school teachers, and should require high-school 
graduation for entrance to them. 1 

The noncollegiate work at the Iowa State College is comparatively 
recent in its present form. The institution formerly combined sec- 
ondary, vocational, and college work, but in 1910 it ceased to announce 
an academic curriculum enforcing the usual requirements of 15 units 
for admission. Beginning in 1911, it again announced an agricultural 
short course " of lower grade " than collegiate. " Noncollegiate 
work " as a title was resumed in 1912 5 and the college now spends 
about $54,000 per year for this purpose. Since this is a special 
grant by an act of the legislature, it can not be said that the non- 
collegiate work is making direct drafts upon the regular income of 
the college. The fluctuation or experimentation in these noncollegiate 
and short courses is shown in its general features in the accompany- 
ing tabulation. 

1 See Chapter III, p. 55. 



90 



STATE HIGHEE INSTITUTIONS OF IOWA. 



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SUBCOLLEGIATE WORK. 91 

Noncollegiate work is now offered in the following "two-year 
courses or curricula: Agriculture; home economics; vocational 
courses in engineering for electrical workers and stationary engi- 
neers, mechanical draftsmen and mechanicians, structural drafts- 
men and building superintendents, surveyors and road makers; and 
a one-year course in dairying." For admission, a student must be 
at least 17 years of age and must present a certificate showing the 
completion of the eighth grade. High-school graduates, or students 
able to present 14 units, are not eligible to the noncollegiate course, 
with the exception of the one-year dairying course. Other students 
who have completed less than 14 units of acceptable high-school or 
academic work may secure some entrance credits, perhaps as many 
as 5 units of high-school work, through these noncollegiate courses, 
though the courses are not intended to prepare for the satisfac- 
tion of entrance requirements. One instructor reported that the ma- 
jority of his students had had some high-school work, and a few 
almost four years of such work. This noncollegiate work should not 
be confused with the two-year college course in agriculture, for en- 
trance to which students must present the same requirements as for 
the four-year collegiate course. As will be noted in the table, the en- 
rollment for 1914-15 showed 249 noncollegiate students in the divi- 
sion of agriculture, 65 in engineering, 51 in home economics, 154 in 
industrial science (chiefly local students taking music). 1 The total 
of noncollegiate students, therefore, excluding music students, is 
about 365. 

Instruction for noncollegiate students is given by 32 departments, 
corresponding approximately to those of the regular collegiate 
divisions. They include mechanical engineering, structure design, 
veterinary medicine, psychology, and -bacteriology, as well as the 
agricultural subjects. Much of the instruction is given in the same 
laboratories, and in a very few cases by the same instructors as in the 
college proper. The faculty of the noncollegiate section consists of 
the president, the deans of agriculture, engineering, home economics, 
industrial science, and veterinary medicine, and 4 professors, 3 as- 
sociate professors, and 4 assistant professors doing noncollegiate 
work. Besides these there are 21 instructors, 5 of whom appear to 
have no college degrees. With regard to the character of the instruc- 
tion offered, an instructor in animal husbandry, for example, said 
that he gave to noncollegiate students substantially the same lecture 
and laboratory work as were given to collegiate students, but gave 
it more slowly. It was his judgment that most of the students in his 
classes could do the college work. While the noncollegiate teaching 
staff is kept fairly well separated from that of the college proper, the 
365 noncollegiate students create as real a pressure upon the space 

1 Music is listed as one of the subjects in the division of industrial science ; see p. 70. 



92 STATE HIGHEK INSTITUTIONS OP IOWA. 

and facilities of the institution as would approximately the same 
number of collegiate students. In a statement to the commission, the 
president of the institution declared that the college needed a building 
for the work of the noncollegiate section and that it ought to develop 
that work in engineering and home economics, as well as agriculture, 
though he said that the State had not thus far responded to the 
arguments for this development. 

The commission is not much impressed by the arguments urged 
for the existence and development of this noncollegiate work by the 
State college. These are, in brief, that the college has to give it; 
that it thus takes care of " fine young men and women, not grad- 
uated from the high school, who have finished the eighth grade but 
want a little intensive, practical instruction"; that these students 
should have the same chance as other students, though they are not 
prepared for the college, work, which is the main work of the institu- 
tion. All these arguments could be urged about as strongly for 
other and perhaps lower grades of instruction by the college. The 
students who are ill-prepared for the regular work of the institu- 
tion will probably always be a problem. Granting that the obliga- 
tion to care for these students is laid upon the State, it does not 
follow that the work should be undertaken by an institution of col- 
legiate standing as an appendix, or distraction. The State has once 
decided wisely, as the commission believes, not to mix secondary, col- 
legiate, graduate, and research work at the State college. The com- 
mission therefore recommends that the State college give up for a 
second time all noncollegiate instruction (except limited short courses 
in winter or in summer for special groups of students), and give it 
up at the earliest possible date. This date should be announced in 
advance, so that adequate provision could be made by the State 
for the groups of students now represented in the noncollegiate 
courses. The State college would thus be free to discharge still 
better the large and increasingly heavy obligations which will in- 
evitably tax to the limit all the resources the State will put at its 
disposal as a college of agriculture and mechanic arts. The com- 
mission is convinced that in the long run the money devoted to non- 
collegiate instruction will be practically a deduction from the total 
revenues that wilr be devoted to the institution by the legislature. 
In this conviction the commission is supported by the statement of 
so distinguished an authority as Dean Eugene Davenport, of the 
college of agriculture of the University of Illinois, who writes: 

Even though special funds may at first be provided for the handling of such 
a group of students in an institution doing collegiate work, yet the time is bound 
to come, as the numbers increase and as the demands upon the institution 
multiply, when this group of students thus introduced will result in definite 
subtraction from the work which an institution may do of a strictly collegiate 
grade whether we are to regard the space required, the teaching power of the 
faculty, or the funds which may be provided for the institution. 



COURSES IN JOURNALISM. 93 

Much more elaborate provision than at present needs to be made 
for the class of students now cared for by the noncollegiate courses of 
the State college. Furthermore, these provisions should be distributed 
about the State rather than centralized as a side issue or in the 
proper work of the State college. The field should be inoculated at 
many points, not at one only. The State is already subsidizing high 
schools to- undertake special forms of secondary work, such as agri- 
culture, home economics, and normal training. Instead of creating 
separate agricultural schools the commission urges the subsidizing of 
strong, progressive, strategically located high schools, which shall 
develop special vocationalized courses for the class of students under 
consideration. The State may well go to the extent of providing 
special local buildings (perhaps including dormitories) and farm 
tracts for the schools in question. Courses in these schools should 
not be those of the ordinary high school, but should be courses par- 
ticularly adapted for the students who would not, under the usual 
conditions, return to the high school. The commission recommends 
that all work of this character should be under the general super- 
vision of the State college. To put it in other words, this group of 
strong high schools, whether consolidated, or county, or union high 
schools, would perform for several thousand students the services 
which the State college now performs for a few hundred, many 
centers of impulse would take the place of one, and the directive, in- 
spiring leadership of the State college would operate widely through 
permanent schools linked closely with many rural communities as 
well as through occasional extension groups. 

SUMMARY OF RECOMMENDATIONS. 

1. The continuance of subcollegiate work at the State teachers 
college. 

2, As soon as other provision can be made, the abandonment by 
the State college of agriculture and mechanic arts of all noncollegiate 
work, except for limited short courses, in winter or in summer, for 
special groups of students. 



Chapter X. 

COURSES IN JOURNALISM. 

The commission has investigated the matter of journalism, which 
was referred to in the memorandum submitted by the State board. 
It finds that some courses in journalism are offered at both the State 
university and the State college, but that there is, at present, no 
endeavor at either place to establish a school, or college, of journal- 
ism. As will appear in the following paragraphs, the commission 



94 STATE HIGHEE INSTITUTIONS OF IOWA. 

does not regard the establishment of such a school or college as at 
present desirable. 

The work at the Iowa State University is confined to one 3-hour 
course running through the year, offered in the department of 
English. It is given under the title " The Newspaper," and dis- 
cusses the principles and practice of journalism. It consists of 
lectures, the writing of " newspaper stories," articles, etc., with labo- 
ratory or practice work done upon the college paper, "The Daily 
Iowan," which is under the exclusive editorial direction of the 
instructor in this course. The establishment of this course, and its 
relation to the university paper, which is in reality a purely private 
enterprise, absolutely owned by one or two men, have a twofold pur- 
pose : First, to give some general instruction in the elements of news 
writing for students looking toward newspaper work as a profession ; 
second, to secure the control of the college daily, whose conduct some 
of the faculty had looked upon as not creditable to the university. 
This control was so desirable, in the judgment of the department of 
English and the university authorities, as to warrant the payment of 
a salary of $1,900 to the instructor, who gives only the one 3-hour 
course in the department, and devotes the rest of his time to the 
editing of the college paper and to publicity work for the university. 
Granting that the instructor appointed to the place is unusually 
capable and experienced, it is still a question whether it was wise to 
make such an outright addition to the budget of the department of 
English, which is already strained to meet the demands of under- 
graduate instruction, and which has scarcely begun to develop 
graduate work. The editorial and reportorial work on the college 
paper is conducted by the instructor and the members of his class: 
the advertising and financial part of the business of the paper is 
controlled entirely by the owners. Twenty-three students are taking 
the course in 1915-16. The student body of the university is said to 
be satisfied with the present arrangement for conducting the univer- 
sity paper, an arrangement which was characterized by a member 
of the faculty as " not a system, but a man." 

This course does not commit the university to any formal develop- 
ment of a curriculum in journalism, leading to a degree, though such 
may be the outcome of this beginning. Probably another year will 
see an additional course offered, under substantially the same condi- 
tions. The university authorities have not been convinced, however, 
that there is a strong demand for college-trained journalists. This 
opinion was more or less confirmed by the responses received by the 
commission to a questionnaire sent out to all the publishers of 
periodicals in the State. The publishers were asked to state how 
many persons were employed in their editorial and business depart- 
ments, excluding compositors, etc., how many of these were college 



COURSES 1ST JOURNALISM. 95 

graduates, how many were graduates of institutions in Iowa, and, 
lastly, whether there was, in their judgment, a large and growing 
demand for college-trained men, comparable to the growing demand 
for men similarly trained for the professions of law and engineer- 
ing. 1 Replies were received from 320 newspapers or periodicals. 
Of these, 200 replied to the last question in the affirmative, but onl^ 
49 supported their answers with any comment or argument; 94 an- 
swered in the negative; of these, 27 added comment; 20 failed to 
answer the last question, and 6 were noncommittal. The larger 
newspapers of the State were about evenly divided in their opinions 
as to the demand for college-trained men. The same is true also of 
the special journals like those dealing with agricultural matters. 

The work in journalism at the State college is announced under 
the somewhat inapt title of " agricultural journalism." It is in real- 
ity a group of brief courses, in technical journalism, under the direc- 
tion of a professor who gives part of his time, an assistant professor, 
and student assistants. Nine courses are offered, involving a total 
of 15 hours. There are three general courses of one hour each, and 
three groups of two-hour courses dealing with the special application 
of journalistic practice to agriculture, engineering, and home eco- 
nomics, and three separate two-hour practice courses corresponding 
to each of these divisions. Two courses, in " Newspaper manage- 
ment" and "Management of a technical journal," one hour each, are 
given in connection with the actual making of the "Iowa Agricul- 
turist." They follow the two-hour courses in " Beginning Technical 
Journalism." The department of agricultural journalism now in- 
cludes also home economics journalism (since 1911) and engineering 
journalism. The department was established in 1905 through the 
grant of $1,000 annually by Mr. John Clay, of Chicago, whose sub- 
sidy has continued to the present time. 

The commission commends the form of instruction attempted here, 
since it gives a sensibly limited opportunity to students to acquire 
facility in writing technical paragraphs and articles for specialized 
periodicals. Any considerable enlargement of the present offerings 
of the department would, in the judgment of the commission, be open 
to objection. 

SUMMARY OF RECOMMENDATIONS. 

The approval of the work in journalism now offered at the Iowa 
State University and the Iowa State College of Agriculture and 
Mechanic Arts and the limitation of it to approximately its present 
scope. 

x For this letter see Appendix, p. 155. 



96 STATE HIGHEK INSTITUTIONS OF IOWA. 

Chapter XI. 

COURSES IN COMMERCE OR A SCHOOL OF COMMERCE. 

The State University of Iowa has for a good many years had 
strong courses in political economy, political science, and sociology, 
and for a time announced these as a school of political and social 
science and commerce. Its aim was stated to be : " To give a com- 
plete general view of all the political and social sciences, to foster 
their development, to assist in preparation for the various forms of 
public and social service, and to provide training for the wider 
avenues of business." In its faculty were included professors of 
history, law, and medicine. 

In 1915 an effort was made to secure from the legislature a special 
appropriation for a school of commerce, which was to supplement, 
even to supplant, the organization just mentioned. In support of this 
proposal to develop a separate school or college of commerce, a brief 
was submitted to the legislative committee. This document, which 
the commission has before it, may be taken as the strongest presenta- 
tion which could be made in favor of the proposed school of com- 
merce. As a proof that there is an unmistakable demand for college 
graduates trained for business, social, and public service, it is asserted 
that one- fourth of the living male graduates of the college of liberal 
arts of the university are engaged in business, and that the percentage 
increases with each graduating class. According to the estimate of 
the registrar, 50 per cent of the men in this college will go into busi- 
ness. In the departments of this college the university had 1,200 
registrations. The large number of letters received by the university 
commending the efforts of the extension division to serve the busi- 
ness interests of the State, which call upon the university for graduates 
competent to fill business, governmental, and social-service positions, 
and the demand for teachers of commercial subjects are likewise 
adduced in support of the proposal to erect a school of commerce. 
The brief cites the success and popularity of schools of commerce 
in such institutions as Harvard, Pennsylvania, New York, Illinois, 
Northwestern, and Chicago. It points out the increasing recognition 
of the fact that business men, like lawyers and engineers, must be 
thoroughly grounded in the principles underlying their work and 
instructed in the most up-to-date organizational practices. Attention 
is also called to the importance of furnishing those who would enter 
the industrial and social fields of the State with as good an equip- 
ment for service as is offered to those who would develop agricultural 
interests. For the support of this proposed school a considerable 
sum of money was asked, which should be comparable with the 
annual budgets of similar schools at the University of Illinois (about 
$34,000) and at Northwestern University (about $57,000). 



COUESES IK COMMERCE. 97 

The commission points out in this connection that the school or 
college of commerce in such institutions as Harvard and Illinois 
includes in its organization the department of economics, which is 
quite as much a service department for all the liberal arts curricula 
as it is a technical department for the college of commerce. 

While the legislature did not make the appropriation asked for, 
the university appointed a new man to the professorship of political 
economy, sociology, and commerce, to take up most of the work relin- 
quished by Prof. Loos, and to develop it with especial reference to 
the demands just mentioned. The commission has examined a sched- 
ule of the proposed courses for 1916-17, which indicates the desires 
of the department under its present leadership and the direction in 
which it would like to develop. A part of such a plan of develop- 
ment would be the addition of at least one full-time man for 1916-17 
to take the place of a part-time man, to conduct theoretical courses, 
and the addition of two or three men in 1917-18 for the elaboration 
of courses in salesmanship, advertising, accountancy, commercial 
teaching, and the like. The total number of registrations for 1914-15 
was 722, representing 475 persons. The corresponding figures for 
1915-16 (November) were 860 and 560. 

Before undertaking to formulate an opinion, the commission has 
also consulted persons outside the university and outside the State 
college who are intimately acquainted with conditions in Iowa. It 
appears to the commission that there is not a close parallel between 
the obligation of the university and that of such institutions as Har- 
vard University, New York University, Northwestern University, 
and the University of Illinois, all of which draw very large numbers 
of students from great urban communities. Iowa is essentially a 
State devoted to agriculture and retail business, with many cities 
of medium size, but no great cities having highly complex business 
organization and continent-wide or international relations. While 
the commercial and industrial development of the State will perhaps 
go on rapidly, the probability of a sharp intensification of the 
demand for men trained in narrowly specialized courses in commerce 
is not very convincing as an argument for elaborate specialization 
in the curriculum of the university. 

If a college or school of commerce were to be developed in Iowa, 
it obviously would belong in the university, where it would receive 
the best form of reenforcement in the allied subjects of history, 
political science, mathematics, modern languages, and psychology. 
The commission, however, is unconvinced that the university or the 
State would be warranted at the present time in proceeding to create 
and develop a separate college or school of commerce in the uni- 
versity and recommends that the present movement be confined to a 
moderate expansion and better correlation of the courses now offered 
41817°— 16 7 



98 STATE HIGHER INSTITUTIONS OF IOWA. 

in different departments of the university, which would furnish the 
sort of training and develop the sort of interest which a progressive 
and ambitious business man should have. The three curricula pro- 
posed by the department — " Business course," " Secretarial course," 
and " Commercial teachers' course " — each leading to the degree of 
bachelor of arts in commerce, appear to be not much more than a 
broad liberal arts course, with a major in economics somewhat 
expanded. A college built upon this model would be a single- 
department college, most of whose work would be done in other col- 
leges and departments. If accounting and economics were sepa- 
rated, it would make two departments at most. In the outline of 
" proposed courses " for 1916-17, the instructor in accounting is put 
down for 12 courses totaling 28 hours, and running into such refine- 
ments of the subject as " accounting for pharmacists." Under the 
heading of " Economics and business " are announced also courses 
in " immigration," " social statistics," " vital statistics," " business 
English," and " principles of persuasion and conviction." There is 
undoubtedly a tendency among the universities of the country to 
extend quite considerably those courses specially designed to interest 
students who are to go into business. Some persons even go so far 
as to claim that curricula for this purpose should be designed so as 
to make them quite as professional as courses in engineering, law, or 
medicine. The time may come when these curricula composed of 
courses in close sequence, leading to the preparation of technical 
experts in business, will be developed, but such curricula would be 
rather in the nature of graduate courses like those offered at Harvard 
University and Dartmouth College, than undergraduate courses 
made up in large part of courses in liberal arts and sciences. 

Many advocates of improved training for engineers have, in re- 
cent years, swung away from the highly technical prescribed cur- 
ricula toward a curriculum containing a larger amount of liberaliz- 
ing material, or perhaps even to the requirement of one or two years 
of liberal arts and science work as the preparation for technological 
or engineering work, in the same way that one year of liberal arts 
work — sometimes two — is prescribed for admission to a standard 
medical or law school. When preparation for business is ordained 
in a similar manner upon a professional basis, it will be important 
to create a separate college organization and to back it with liberal 
funds for men and equipment. The expense of such a college will 
be great, owing to the fact that the university, in making appoint- 
ments to its teaching staff, will have to compete in the business mar- 
ket for men of special talent and success. Twelve thousand dollars, 
which has been suggested as the sum that could be better put into 
business courses than anywhere else in the university, would be little 
more than a respectable beginning. Such men will be in great de- 



USE OF BUILDINGS AT THE STATE INSTITUTIONS. 99 

mand and will command salaries, as a rule, quite beyond the ordi- 
nary university salary. If the university is to develop a college 
of commerce for the training of leaders and experts in business or- 
ganization and enterprise, it can not afford to man its departments 
with mediocre men. The best men must be paid high salaries, sala- 
ries determined by the commercial or industrial market, and not by 
the educational market alone. In the long run, however, it will be 
economical to secure such men. 

The commission urges one other reason for caution in the de- 
velopment of a distinct collegiate organization in commerce and 
business. The business and commercial interests of the State must 
demonstrate a permanent and cumulative demand for men who 
have had a professional or semiprofessional business training, simi- 
lar to the demand recently generated among the agricultural inter- 
ests, before the university will be warranted in proceeding beyond 
a strong departmental organization in economics, accounting, and 
commerce. When such a demand is demonstrated, and a command- 
ing group of experts has been gathered together in the university, 
efficient service may be rendered to the State through investigation 
of commercial and industrial problems and practices, through ex- 
tension courses, and through short courses offered at the university 
itself. 

SUMMARY OF RECOMMENDATIONS. 

The moderate expansion and better correlation of courses now 
offered in various departments of the Iowa State University rather 
than the creation of a separate college of commerce. 



Chapter XII. 

A STUDY OF THE USE OF BUILDINGS AT THE IOWA STATE 

INSTITUTIONS. 

A considerable portion of the State board's memorandum related 
to the building policy of the State at the three institutions. It 
requested the investigators to consider this policy with care, to study 
thoroughly the use of building space at each of the institutions, and 
finally to give definite advice as to the erection of a new building at 
the State university to take care of the departments of botany and 
geology. The commission has gone into these questions as carefully 
as the time and the money allotted to the survey would permit and 
submits this statement, which it hopes may be of value to the institu- 
tional authorities not only in determining the building program for 
the next biennium, but also in future estimates of the use of space. 



100 STATE HIGHEB INSTITUTIONS OF IOWA. 

It should be noted that all percentages, ratios, and other analyses 
given in this chapter or in the appendix are absolutely dependent 
upon the accuracy and completeness of the information submitted 
by the authorities at the State university, the State teachers col- 
lege, and the State college of agriculture and mechanic arts for their 
respective institutions. The original data from which these results 
have been obtained are on file in the office of the Bureau of Education 
at Washington. Every effort possible under the limitations of time 
and finance has been made to correct discrepancies in the data re- 
ceived and to verify all calculations that are part of this report. 

In considering the effective use of the floor space of any educational 
institution certain fundamental facts must be kept in mind. It 
should be fully recognized and appreciated at the outset that the 
ideal of the engineer — full utilization of a plant's facilities, so that 
every foot of plant is productive, leads to production, or, as unpro- 
ductive, serves to aid production — is not only impracticable, but in 
fact impossible as a standard of measurement for academic opera- 
tions. Teaching is not production in the ordinary sense and is 
subject to many factors and variants not encountered in industry. 
Laboratory equipment, for instance, must necessarily be highly spe- 
cialized for the work of its science, whether natural or applied, and 
beyond its employment by that science in the process of instruction 
(in turn governed by unique considerations of brain fatigue, working 
light, and like expediencies) such "plant machinery" must perforce 
lie idle. Further, the human factor is not an operating factor pro- 
ducing material goods, but is concerned with teaching or with re- 
search; either with the transference of the vital thought from the 
mind of the teacher to the mind of the scholar, or with pushing 
outward the boundaries of knowledge through research. 

Largely owing, however, to the very fact that the product of 
academic institutions is difficult to measure quantitatively, avoidable 
wastes have crept in in certain places, unnoticed by the faculties 
absorbed in the carrying on of their teaching and research pursuits. 
The figures and analyses given here indicate some of these over- 
looked wastes at the Iowa State institutions. 

This study involves only actual conditions that are definitely 
expressible in the form of the number of square feet of floor space, 
the number of students, or the number of hours. Theories of con- 
struction and of use are purposely avoided, except in so far as the 
facts are interpreted for the special benefit and at the special request 
of the building committee of the board of education. 

The total floor space of any building used for industrial purposes 
is composed of productive and unproductive space. Owing to the 
possible ambiguity of these terms when applied to buildings used 
for academic purposes, the terms " instructional " and " accessory " 
will be used in this report. Teaching space is obviously instructional 



USE OF BUILDINGS AT THE STATE INSTITUTIONS. 101 

space; all other space, so far as the present purpose is concerned, is 
accessory, or, in some exceptional cases, a " combination " of instruc- 
tional and accessory elements. The combination space set forth in 
the tables is used for purposes peculiar to the method of instruction 
or the construction of the building. In industry, as already indicated, 
productive space is most valuable when so designed and utilized as 
to give maximum opportunity for production. Unproductive space 
is most valuable when the maximum amount of it effectively serves 
the ends of productive space. 

Instructional space, as the term is employed here, means that 
space used for the primary function of the institution — teaching — 
and is distinguished by the presence of a student or group of students 
for purposes of instruction. Under this head fall — 

1. Classrooms, or space suitable for recitations or lectures in any 
course, regardless of content, where working apparatus is not re- 
quired. 

2. Lab oratories, or space having individual equipment so special- 
ized to a particular purpose that each student is enabled to pursue 
his task irrespective, in general, of the progress of others in the 
room at the same time. 

3. Mixed space, where existing in a few cases, is simply an in- 
separable combination of classroom and laboratory elements. It 
should not be confused with " combination " space, defined above as 
a mixture of instructional and accessory space. For instance, an 
equipped laboratory in which some spasmodic recitations may occur 
does not, for present purposes, lose its essential laboratory character 
by such use unless the authorities have plainly indicated on the floor 
plans or rosters that it is a mixed room. 

Accessory space, although not used specifically for teaching pur- 
poses, is to a large degree essential to the plant because of the 
physical features of building construction and the needs of the 
administrative functions. Waste or efficient use may equally well 
occur in instructional or in accessory space. Accessory space is 
classified into — 

1. Administration, which includes all offices; storage and supply 
rooms; repair shops, tool rooms, and janitors' rooms; official recep- 
tion rooms ; vaults ; document rooms ; power plants and substations ; 
battery rooms; private research laboratories, when same are not for 
purposes of student instruction ; and the like. 

2. Other accessory spaee, which groups all space, both necessarily 
and unnecessarily accessory, not otherwise classified, such as museums, 
libraries, and reading rooms, exhibit and display rooms (when sepa- 
rate from teaching space); locker, dressing, and rest rooms; halls 
and corridors ; stairs and elevator shafts ; dead floors ; space used by 
interests outside the institution proper (State highway commission 



102 S.TATE HIGHER INSTITUTION'S OF IOWA. 

at Ames and Y. W. C. A. at 'Cedar. Falls) ; lunch rooms and literary 
society rooms ; and the like. 

Two other definitions are necessary to an understanding of the facts 
presented below. Instructional space is further classified as — 

1. Scheduled space, i. e., that for which the commission has received 
a statement of definite student capacities and definite hours of actual 
use for teaching purposes, and 

2. Unscheduled space, i. e., that teaching space for which either the 
capacity, or the hours of use, or both, we're not furnished in response 
to the request for such data. 

Accessory space, of its own nature-, is " unscheduled." 
The purpose of the statement of these subdivisions is to narrow 
down the inquiry to a manageable scope which will focus all available 
facts on the particular question asked by the board of education, viz : 
" Is the space provided for classroom, laboratory, and office purposes 
being economically used ? " 

METHOD OF INVESTIGATION. 

Ten principal buildings were selected at the State University, 
eight at the State Teachers College, and ten at the State College 
of Agriculture and Mechanic Arts for detailed study as most normal 
and typical of the respective institutions and most nearly comparable 
as between the institutions. The new chemistry building at Ames 
could not be considered because of its incomplete equipment. 

The analysis of the facts gained from a study of these buildings 
was further concentrated on the " scheduled " teaching or instruc- 
tional space, which, as defined above, is that space used regularly each 
week by a definite number of students at definite hours, and for which 
the occupancy and time ratios explained later may be calculated. The 
" unscheduled " instructional space and the accessory space may be 
compared as to relative quantity, but not as to whether utilization 
is effective. On the basis of such principles, the commission can not 
say, after an examination of the floor plans and a broad observation 
of the three institutions, that a certain office is or is not used effec- 
tively. It can only indicate, on the basis of the data obtained, how 
much the instructional space is used and how the three institutions 
compare, leaving the determination to the board of education and to 
the institution in question as to whether or not that quantity is or is 
not effective utilization. By reducing these comparisons to a per- 
centage basis it is not intended to fix 100 per cent or any other- stand- 
ard of effective academic use; 100 per cent utilization is wholly 
impossible in any educational institution. The figures shewing the 
proportions of scheduled to all instructional space, of scheduled to 
total, of instructional to total, and of accessory to total, at the three 
institutions on the same basis of classification, appear in the appended 
tables. 



USE OF BUILDINGS AT THE STATE INSTITUTIONS. 103 

Two methods might have been employed— the method of averages 
and the composite method. 1 The method of averages used through- 
out this investigation to determine the facts is given here in full as 
applied to the average use of the classrooms at the State University 
of Iowa. 

By the method of averages it is found that 49.53 per cent of the 
actual capacity of classrooms at the State University of Iowa is used 
37.13 per cent of the time, or an average use of 18.39 per cent. 

The relation of the capacity of each room to its theoretical maxi- 
mum capacity, or the increased utilization which would result from 
changes in seating arrangements and the like, depend so largely upon 
the policy of the institution (and in the case of the laboratories, upon 
the content of courses) that they at once involve elements outside this 
report. 

Explanation of the occupancy ratio " 0" — The percentage of the 
classrooms' actual capacity actually occupied is given the title " Occu- 
pancy" (O). The occupancy (O), equals 49.53 per cent for the 
classrooms of the State university. The method, of obtaining the 
ratio " O " is as follows : 

The maximum occupancy for any room (the maximum number of 
students regularly in the room at any period of the week), plus 
J the minimum occupancy, divided by 2, equals the average occupancy. 
The average occupancy, divided by the number of working units 
I (capacity) of the classroom reported by the authorities, equals occu- 
pancy ratio " O " for the given room. To obtain the occupancy ratio 
" O " for the classrooms in any given building, obtain the sum of the 
occupancy ratio " O's " for all classrooms and divide by the number 
of classrooms regularly scheduled in such building; this equals the 
classroom " O " for the building. To obtain the occupancy ratio 
" O " for a group of buildings, the sum of the classroom " O " ratios 
for the buildings having scheduled classroom space, divided by the 
number of such buildings, equals the " O " of the plant's classrooms, 
or, in the case cited, 49.53 per cent. 2 

1 By the Composite Method is meant — 

(a) The assumption that all classrooms in a given building are as one classroom, all 

laboratories as one laboratory, etc. ; 
(6) The combination of the individual room occupancies, capacities, periods used, 
and periods in week (number of rooms multiplied by 44) to find the " O," 
" T," and " OT " for the composite classroom, laboratory, and mixed space ; 
and 
(c) The further combination of the class, laboratory, and mixed ratios to yield the 
" OT " ratio for the plant, which would be — 

Total occupancy X total periods us ed . u „ 

Total capacity X total periods in week (Number of rooms X 44) 
In view of the fact that the method of averages better serves the purpose of this 
analysis, the composite method is, in the opinion of the Commission, one of purely 
mathematical interest. To avoid confusion, the elements just outlined are not devel- 
oped further in this report. 

2 Together with each such calculation of occupancy as that given above should exist a 
note showing the area and the relation of capacity to area, or the number of square feet 
for each working unit. 



104 STATE HIGHEE INSTITUTIONS OF IOWA. 

" Plant," wherever used here, means the buildings selected as listed 
in the tables. The following numerical example may serve to show 
the method still more clearly : 

Example: Room 109, Liberal Arts Building (or any other room, X). 

Area, 710 square feet. 

Seats, 36= capacity. 

710 
Square feet for each unit equals area divided by number of seats =-7^ =19.7 

square feet. 
Maximum occupancy per period, 33. 
Minimum occupancy per period, 7. 
Average occupancy per period, 20. 

20 
" O " ratio for room, og=55.5 per cent. 

Adding the " O's " of the 23 classrooms in the building and dividing by 23 
gives the average classroom O of this building. Adding the average classroom 
Of all buildings under consideration and dividing by the total number of build- 
ings having scheduled classroom space (7) equals the classroom O for the 
plant=49.53 per cent. 

Explanation of the time ratio " TV' — The percentage of the total 
scheduled time that classrooms are actually occupied is given the 
title "Time" (T). In the case just cited the time ratio (T) equals 
37.13. The method of obtaining the ratio " T " is as follows : 

For any single room the ratio " T " is obtained by dividing the 
number of periods per week that the room is regularly occupied by 
44 (the total possible teaching periods per week). 

For any given building the sum of the resulting percentages for all 
classrooms divided by the number of classrooms thus regularly 
scheduled in each building equals the classroom T for the building. 

For the whole plant the sum of the T ratios for all buildings hav- 
ing scheduled classroom space divided by the number of such build- 
ings equals the T of the plant's classrooms, or, in the case cited, 37.13 
per cent. 

The method used for T is in general similar to that used for O, 
but a numerical example may serve to clarify the process: 

Example: Room 109, Liberal Arts Building (or any other room, X). 

Periods room is used, 18. 

Periods in week (constant), 44. 

18 
T ratio for room equals ^=40.9 per cent. 

Adding the T's of the 23 classrooms in the building and dividing by 23 
gives the average T of the classrooms of the buildings. Adding the average 
classroom T of all the buildings and dividing by the total number of buildings 
having scheduled classroom space (7) equals the classroom T for the plant, 
equals 37.13 per cent. 

Explanation of the average use ratio " OT" — The average use 
ratio (OT) may be defined as the product of the occupancy and time 
ratios; that is, the average use is made up of both factors, average 
occupancy and average time used. 



USE OF BUILDINGS AT THE STATE INSTITUTIONS. 105 

The determination of the factor "OT" 1 (average use) for the 
classrooms at the State University of Iowa then becomes 49.53 per 
cent of space use (O) multiplied by 37.13 per cent of time use (T) = 
18.39 per cent average classroom "use" for the plant (OT). 

To give a single numerical example. 

Example: Room 109, Liberal Arts Building (or any other room, X). 
55.5 per cent (O) X40.9 per cent (T)=22.7 per cent (OT). 

The same percentage of use may be calculated by this method : 
Average occupancy (20) X periods used (18) _360 _ 

Capacity (36) X periods in week (44) ~1584~~- 2 - 7 per cent (0T) - 

Either of the methods just given applies only to computations for single 
room OT. To arrive at the plant's classroom OT, multiply the average class- 
room O for the plant (see explanation and example above) by the average 
classroom T for the plant, which equals 18.39 per cent, in the case of the State 
university. 

The examples just given deal only with classrooms ; the statements 
below, A, B, and C, include also laboratories and mixed space. The 
method used is, of course, the same. 

A. STATE TTNIVEESITY OF IOWA. 

1. Instructional space is 39.757 per cent of the total space. 

Scheduled space is 69.415 per cent of the instructional and 27.415 per cent 

of the total space. 
By the method of averages — 

(a) 49.53 per cent of the classroom's actual capacity is used 37.13 per cent 

of the time, or an average use of 18.39 per cent. 
(6) 51.728 per cent of the laboratories' actual capacity is used 37.65 per 
cent of the time, or an average use of 19.47 per cent. 

(c) 58.613 per cent of the mixed space capacity is used 37.103 per cent of 

the time, or an average use of 21.76 per cent. 
Combining (a), (&), and (c), 

(d) Of the plant's total scheduled space (classrooms plus laboratories plus 

mixed), 53.732 per cent of the capacity is used 36.852 per cent of the 
time, or an average plant use of 19.815 per cent (OT). 
Explanation: 53.732 per cent = Occupancy ratio (0)=the average of 
the " O " ratios of all buildings, each of which is an average of the 
"O" ratios of the class, laboratory, and mixed space (considered 
separately in (a) (b) (c) above) of that building, i. e., an average of 
the use percentages found by dividing the sum of each building's 
"O" by the number of buildings having an "O" ratio. 

36.852 per cent=Time ratio (T)=the average of the T ratios of 
all buildings, as for O, just stated. 

19.815 per cent= Average use ratio (OT)= 53.732 per cent X 36.852 
per cent, which combines the factors of space and time to show an 
actual use of time-capacity of 19.815 per cent for the plant. 

2. Accessory space is 54.732 per cent of the total space. 

1 It must not be assumed that the percentages given here can be compared in any 
way to 100 per cent. It is not known what an effective percentage for academic 
utilization of space is. Probably from 35 to 50 per cent would be as high as could be 
reasonably obtained under favorable conditions at present, and this percentage is a 
purely empirical one. As far as is known, only one study of this nature has been 



106 STATE HIGHER INSTITUTIONS OF IOWA. 

B. IOWA STATE TEACHERS COLLEGE. 

1. Instructional space is 44.876 per cent of the total space. 

(a) Scheduled space is 87.248 per cent of the instructional and 39.154 per 
cent of the total space. 
By the method of averages — 

(a) 60.32 per cent of the classrooms' capacity is used 38.692 per 

cent of the time, or an average use of 23.34 per cent. 
(&) 65.638 per cent of the laboratories' capacity is used 34.806 
per cent of the time, or an average use of 22.83 per cent. 

(c) 62.46 per cent of the mixed space capacity is used 39.878 

per cent of the time, or an average use of 24.94 per cent. 

(d) Of the plant's total scheduled space, 59.997 per cent of the 

capacity is used 39.868 per cent of the time, or an average 
plant use of 23.93 per cent (OT). 1 

2. Accessory space is 53.239 per cent of the total space. 

C IOWA STATE COLLEGE OF AGRICULTURE AND MECHANIC ARTS. 

1. Instructional space is 44.157 per cent of the total space. 

(a) Scheduled space is 66.082 per cent of the instructional and 29.177 per 
cent of the total space. 
By the method of averages— 

(a) 46.757 per cent of the classrooms' capacity is used 41.72 per 

cent of the time, or an average use of 19.508 per cent. 
(&) 58.541 per cent of the laboratories' capacity is used 56.25 
per cent of the time, or an average use of 32.928 per cent. 

(c) 50.512 per cent of the mixed space capacity is used 45.65 per 

cent of the time, or an average use of 23.057 per cent. 

(d) Of the plant's total scheduled space, 53.642 per cent of the 

capacity is used 49.299 per cent of the time, or an average 
plant use of 26.444 P er ce nt (OT). 1 

2. Accessory space is 49.8 per cent of the total space. 

RESULTS AND CONCLUSIONS. 

Reference to the tables in the appendix will disclose many detailed 
comparisons which should be valuable to all concerned with the 
problem of effective utilization. The subject is too great for more 
than a cursory outline of the salient points. 

All the facts, condensed by the same process and brought to a 
common focus, indicate clearly that the State college at Ames is 
making the most use of its plant, comparatively, and that the State 
university, if it feels the pressure of congestion at any point, may 
find a solution of its difficulty in changes in the rostering of students. 

The occupancy ratio, however, may reasonably be low in some 
cases because of physical limitations, in addition to student roster 
factors. The room capacity, especially in the older buildings, may be 
large (40), while a section of students may, by the settled and wise 
policy of a department or institution, be limited to 20 or less. The 

made, and there the local conditions make a fair comparative basis impossible. The 
most that can be said is that the figures given here indicate the need of further careful 
study and collection year by year of data of this type. 
1 See note on p. 105. 



USE OF BUILDINGS AT THE STATE INSTITUTIONS. 107 

desired size of the section has much to do with the utilization indi- 
cated by the occupancy ratio. This matter deserves thorough con- 
sideration with a view to making needed alterations and fitting future 
buildings to actual needs, but it should be remembered that when 
space is used wholly or partially for advanced or research work, the 
" O " ratio will always be low. 

For theoretical purposes it has been assumed throughout this an- 
alysis that there is no congestion until the plant is run full time, or 
44 hours per week; "microscopic light" and like considerations 
which would argue against such full-time production are largely 
matters of individual conviction. Many of the laboratories at Colum- 
bia University are working on a full-day schedule and by artificial 
light until 10.30 at night, and there is no vital difference in the 
latitudes of the three Iowa educational centers and that of New 
York, if daylight is to be taken as the determinant of the use or 
idleness of a room. 

As to the facts of the general comparison between the simple OT 
ratios, the State college at Ames leads in effectiveness of utilization. 
This is very probably the result of the work of its " efficiency com- 
mittee." The officials at Ames are to be commended for the inde- 
pendent effort they have already made to know their plant. 

The commission strongly urges that at each institution the data on 
rooms be filed in one place, under the charge of a single officer. The 
lack of system in this matter in certain institutions may be illustrated 
by the case of a member of the faculty of one of them who wanted a 
classroom at 8 o'clock Wednesday mornings, and having none under 
the immediate control of his department, was without the means of 
finding such a vacant room. No individual, office, or committee had 
on file a complete roster or tabular view of the plant. The latent 
possibilities were unknown. 

There is, unfortunately, no other State or National survey of col- 
lege buildings, so far as is known, on the same or any other compar- 
able basis, that would furnish a norm with which to compare the 
present operations in Iowa. What the commission has done is to 
furnish material for the establishment of an " Iowa norm " and detail 
a method by which the building committee of the board of education 
may test the validity of claims made upon it by the several in- 
stitutions. 

LIBRARIES AT THE STATE UNIVERSITY AND STATE COLLEGE. 

The commission is unanimous in its opinion that library facilities 
are badly needed at the State university and the State college 
(Ames), and that the necessary construction should precede any 
other pending plans for new buildings, especially at the State 
university. 



108 STATE HIGHER INSTITUTIONS OF IOWA. 

THE STATE UNIVERSITY. 

The statements made by Dean Wilcox and Acting Librarian 
Roberts, of the State university, in the 1914 Report of the State 
Board of Education, pages 71 and 84, respectively, were fully sub- 
stantiated by the commission's personal observation of the library 
conditions and the data available on the subject. In the first place, 
the accessions are too highly decentralized to make the administra- 
tion effective or the function of the department vital. The physical 
arrangement of the library proper, in the Natural Science Building, 
is to the -disadvantage of officers, students, and faculty. 

THE STATE COLLEGE. 

The library problem is as pressing at the State college, and de- 
mands immediate consideration. With 2,000 square feet of corridor 
space in Central Hall partitioned off to accommodate overflow books, 
and cramped administrative space, there is real need for a library 
building large enough to house the present collections and make due 
allowance for the ever-growing literature on agriculture and allied 
subjects. 

It is suggested that when permanent quarters are constructed at 
either institution the building be of the expansive unit type, rather 
than a complete building. It will then be possible to extend the 
stack space as the collections are increased, and to add later an 
auditorium section (in both institutions) if cost prohibits the inclu- 
sion of the auditorium in the original construction. The commission 
does not commit itself to the combination of library and auditorium 
as a permanent feature of construction. 

THE PROPOSED BOTANY AND GEOLOGY BUILDING AT THE STATE 

UNIVERSITY. 

The board has asked specifically for advice on the matter of plac- 
ing the proposed new botany and geology building 1 next in order 
of construction. The commission has studied the question with all 
possible care and submits the following statement of facts and opin- 
ions, together with recommendations. 

The Old Science Building, now occupied conjointly by the de- 
partments of botany and geology, is a nonfireproof structure. Since 
its construction in 1884 it has been little improved to meet modern 
teaching demands. If the commission's information is correct, the 
expectation of moving into other and more adequate quarters has in- 
hibited requests for needed improvements in the past four or five 
years. Requests may have been made, but no record of them was 

i The commission is aware that the plans for this building have been approved by the 
legislature, but it understands that until the construction is definitely ordered the State 
board is able to allow other building plans to take precedence of this. 



USE OF BUILDINGS AT THE STATE INSTITUTIONS. 



109 



obtainable. In this connection special attention is called to this 
pertinent excerpt from the appended tables : 

Table 8. — Space and occupancy of buildings at the State university. 



Factors of comparison. 



Old Science 
Building. 



Natural 

Science 

Building. 



Whole 

plant. 



1. Total area square feet. 

a. Instructional space do 

(1) Per cent of total. .-. 

b. Accessory space square feet . 

(1) Per cent of total 

c. Combination space square feet. 

2. Scheduled space: 

a. Average ratios of use — 

Occupancy (O) per cent. 

Time ( T) do . . . 

OT do... 

b. Average area per working unit- 

Classrooms square feet. 

Laboratories do. . . 

Mixed space do. . . 



21.227 

9,539 

44.9 

10, 750 

50.6 

938 



47.08 
34.304 
16. 155 

23. 150 

25. 775 
36. 800 



68, 881 
9,540 

13.8 
48, 369 

70.2 
10,972 



42. 658 
54. 166 
23. 143 

14. 650 
43. 250 
34. 500 



75 



54.73 



53. 732 
36. 852 
19. 815 

22. 076 
i 55. 300 
2 46. 080 



1 Cf. high unit for home economics and physics (appendix). 

2 Cf. high unit for home economics; both raise plant average above normal. 

It will be noted that there is no apparent congestion in teaching 
space now used by the botany and geology departments, and that 
these departments do not seem to be making as good use of their 
physical facilities as the department of zoology by about 7 per cent 
average. 

The primary consideration of this specific problem becomes, then, 
not one of teaching, but of museum space. It is granted that such 
valuable collections as are now in the possession of the departments 
of botany and geology should be safeguarded against destructive 
forces. But certain general conclusions with regard to museum 
space have the indorsement of all the authorities consulted by the 
commission : 

1. The scheme of a complete museum is impossible without practi- 
cally unlimited funds x and time. 

2. A State university museum, where there are not large numbers 
of specialists in zoology, needs a basic type collection for the pur- 
poses of the general students; it is important in an agricultural 
college that a fairly full series of insects should be in a museum as 
well as representatives of groups of economic importance. A con- 
sideration of the arrangement of the zoology museums will show that 
the collections are too much spread out, with waste of space, accord- 
ing to the best modern practice; that is to say, as regards zoology, 

1 On the basis of the areas reported by Supt. Fisk, it is found that 42.1 per cent of the 
building, excluding corridors, is occupied by museums. According to the calculations of 
the commission, which include corridors and are based on later reports from the super- 
intendent, 27.4 per cent of the building is used for museums. Neither percentage includes 
the attic storeroom for specimens. Cost to construct building, $275,372.05 ; investment 
by State in the zoology museums (27.4 per cent), $75,451.94 (space only). 



110 STATE HIGHER INSTITUTIONS OF IOWA. 

it is not necessary for teaching purposes at the State university to 
display all the variations of a species. There is evidently no limit 
to the ambitious concept of a complete museum, nor is there limit to 
the resulting expense. 

The exhibition of an abundance of specimens has unquestioned 
cultural value, provided geographical location and flow of popula- 
tion will give the exhibition " circulation " enough to warrant its 
cost. But such by-purpose is outside of the primary function of 
teaching and investigation. Highly specializing research students 
should go to centers of collection, such as Chicago, New York, or 
Naples, rather than expect all research material to be concentrated 
within their own State borders. The modern tendency is not to have 
such large collections for teaching purposes. 1 

If the present departmental policy is to be continued, involving the 
present or prospective use of as much storage space as the museum 
itself occupies, and the conversion of the present auditorium into a 
" museum of the State of Iowa " when the new library-auditorium 
building is built, it is the commission's opinion that the zoology mu- 
seum should be given either enormously larger grants from the State 
treasury or an immediate endowment. In this matter the commis- 
sion has reenforced its own judgment with that of experts on general 
museum problems. Quite without reference to any specific condi- 
tions in Iowa, the opinions summarized above were received. 

The Natural Science Building, as originally contemplated, was to 
house zoology, botany, and geology. This plan was later modified 
to include temporarily a library and auditorium. Over 15,654 square 
feet 2 would be released to botany and geology by the removal to a 
new building of the library (all rooms in the building now used 
for library purposes, 10,007 square feet) and the auditorium (not 
including stage, balcony, or the possible area to be gained by floor- 
ing the present balcony well, 5,647 square feet). With reasonable 
compression of the present zoology museums, as discussed above, 
there would be available what would seem to be ample space for at 
least botany or geology. It is scarcely correct to pronounce this 
space inadequate by comparison with the space now occupied by the 
department of zoology, for the departments of botany and geology 
would hardly ask a new building of their own to cost the State 
$200,000 unless there was a serious lack of space where they were 
originally provided for. 

Botany, geology, and zoology could all overlap in the use of 
class (recitation and lecture) rooms, possibly in some of the labora- 
tories, but not in museums. More museum space, comparatively, will 

1 Ornithologists teach primarily from skins and not from stuffed specimens such as are 
abundantly found at Iowa City. 

2 Commission's figures ; balcony and stage of auditorium not included. 



USE OF BUILDINGS AT THE STATE INSTITUTIONS. Ill 

be needed by zoology than by the other two departments, because 
of the greater bulk of the specimens, especially the vertebrates. 
Twenty mineral specimens will go into about the same space as 20 
botanical specimens; 20 zoological specimens demand more. 

The proper ratio of storage to display space should be more nearly 
one for storage to three for display, than one or two to one. Given 
100 per cent museum and laboratory space that can not overlap in a 
building, it might be said, roughly, that the allotment should be 30 
per cent to botany, 30 per cent to geology, and 40 per cent to zoology. 

While the facts cited indicate that the present demands may be 
met by such arrangements as have been suggested, and while it is 
felt that library and auditorium are at present the most pressing 
needs, and that the readjustments here outlined would make possible 
the better accommodation of existing departments, nevertheless it 
should be pointed out that the university will undoubtedly soon 
need more than one new building, and that adequate provision for 
the departments of geology and botany should be included in future 
building plans. 

If the Old Science Building will not yield to modernization by 
paint, illumination, and rearrangement, in order to accommodate 
satisfactorily the remaining department (if both botany and geology 
can not enter the Natural Science Building) , the board is then faced 
only with the easier problem of erecting a simple fireproof structure 
for that single department. 

Alterations will be necessary in the Natural Science Building 
before the new tenants can be properly housed, and the Old Science 
Building should be cleaned up, on general principles if for no other 
reason. 

CONCLUSIONS. 

In conclusion the commission submits the following considerations 
to the attention of the board as bearing on the building policy for 
the future : 

1. At. a State school no new building should be erected primarily 
to provide teaching space while suitable teaching space is available 
in any building on the campus, regardless of the name in which the 
cornerstone of that building was laid. It is evident that there can be 
no proprietary control by a department or an individual over space 
provided by the taxpayers for educational purposes. The principle 
of the most advantageous use of space for the good of the whole 
institution should prevail. 

2. When a new building is erected, the tendency of any department 
to spread out over all available space (including some provided for 
future growth) is one which can be easily checked by the governing 
authorities. Later contraction or compression is always difficult. 



112 STATE HIGHER INSTITUTIONS OF IOWA. 

3. Dormitories are not a part of the instructional plant proper, 
and wherever erected should be self-supporting or even profitable 
investments for the State. The commission is informed that other 
colleges are earning as much as 6 per cent net on such investments. 

4:. Further investigation may reveal a local tradition that work 
should be concentrated largely in forenoons or afternoons, the time 
ratio reflecting the extent of the idle time. Any such tradition 
should be made to justify itself under searching criticism, or be forth- 
with abandoned. This problem is worthy of especially careful con- 
sideration. 

The conclusions of the commission are based on as complete a 
factual study of the problem as circumstances permitted. 

In the course of this investigation the commission has become more 
and more convinced that " needs " can be determined by the several 
institutions only on the basis of definite surveys of existing facts. 
Therefore, as a final recommendation, it is urged that the roster com- 
mittees of the institutions be stimulated by the board's requirement 
that all askings for buildings henceforth be accompanied by some 
definite survey of the situation which it is proposed to remedy by 
new construction, and that the increased or decreased effectiveness of 
use be brought to the attention of the State board periodically by 
means of reports similar to those outlined in this statement. A com- 
plete study of the possibilities of the present facilities is fully war- 
ranted by the large values at stake. 

SUMMARY OF RECOMMENDATIONS. 

1. At the State university : 

a, The construction of a library and an auditorium as the great- 
est present need. 

h. The accommodation of one or both of the departments of 
botany and geology in the space thus released in the Natural 
Science Building. 

c. The remodeling of the Old Science Building and the con- 
struction of a simple fireproof building to house the re- 
maining department and its important collection (in case 
only one is accommodated in the Natural Science Build- 
ing). The definite inclusion in future building plans of 
provisions ultimately adequate for the departments of 
geology and botany. 

2. At the State college: 

a. The early construction of a library and an auditorium. 

3. A definite survey of the effective use of present building facilities 

along lines suggested in this report. 



USE OF BUILDINGS AT THE STATE INSTITUTIONS. 113 

[The following graphical representations of the relations of instructional and accessory 
space to the total space apply only to the selected buildings as stated. Such relations 
have no significance except to indicate the nature of the investment in each plant from 
the standpoint of effective utilization. Combination space is not included in these 
graphs. ] 

"OT" RATIOS. 

1. AVERAGE USE OF CLASSROOMS. 

100 per cent — Standard of measurement. 



35 per cent. 



H ill II U l I I IIIIIHaBMEaB W1MHMittr«1— 

Very high percentage of use — Arbitrary estimate. * 

18.39 per cent. 



State University of Iowa. 

23.34 per cent. 
Iowa State Teachers College. 

19.508 per cent. 



Iowa State College of Agriculture and Mechanic Arts. 

2. AVERAGE USE OF LABORATORIES. 
19.315 per cent. 



State University of Iowa. 

22.83 per cent. 
Iowa State Teachers College. 

32.928 per cent. 
Iowa State College of Agriculture and Mechanic Arts. 

S. AVERAGE USE OF MIXED SPACE. 

'21.76 per cent. 



State University of Iowa. 

24.94 per cent. 
Iowa State Teachers College. 

23.057 per cent. 



Iowa College of Agriculture and Mechanic Arts. 

I AVERAGE USE OF PLANT. 

19.815 per cent. 

State University of Iowa. 
23.93 per cent. 



Iowa State Teachers College. 
26.424 per cent. 



Iowa State College of Agriculture and Mechanic Arts. 

RELATION OF INSTRUCTIONAL SPACE TO TOTAL SPACE. 

39.757 per cent. 



State University of Iowa. 

44.876 per cent. 
Iowa State Teachers College . 

44.157 per cent. 
Iowa State College of Agriculture and Mechanic Arts. 



1 See notes, page 105. No data available for accurate statement. 
41817°— 16 8 



114 STATE HIGHER INSTITUTIONS OF IOWA. 

RELATION OF ACCESSORY SPACE TO TOTAL SPACE. 

54.732 per cent. 



State University of Iowa. 
53.239 per cent. 



Iowa State Teachers College. 

49.8 per cent. 
Iowa State College of Agriculture and Mechanic Arts, 



Chapter XIII. 
BUILDING COSTS. 

In addition to the foregoing analysis of the use of buildings at the 
three State institutions, the commission has also undertaken a study 
of the square feet of floor space provided for each student and the 
cost thereof. It is hoped that the results of the study, taken in con- 
nection with those recorded in the preceding chapter, may help the 
authorities to estimate the extent of building operations which will 
be required to house adequately the educational work of the institu- 
tions as the enrollments increase. It should be emphasized, however, 
that this study represents a different aspect of the building problem 
from that just discussed. Quite different factors are used to obtain 
the results. 

In listing buildings occupied for educational purposes, an attempt 
has been made to separate them roughly into two groups : " Buildings 
used in common," as library, gymnasium, heating plant, auditorium ; 
and " buildings used as classrooms and laboratories." This division 
can be only approximate, as many buildings contain rooms of both 
classes. The total floor area of each building has been taken, includ- 
ing corridors, closets, stairs, etc. Dormitories and residences have 
been omitted. Where dormitories are provided by a State, it is only 
reasonable that the income from them should fully cover all main- 
tenance, cost, repairs, and renewal of equipment and pay from 3 to 6 
per cent income on the investment. The erection of dormitories must 
be based on a desire to provide adequate living accommodations for 
students and is entirely separate and distinct from the provision of 
educational buildings. 

In determining the square feet of floor space provided per student, 
the estimated average attendance during the present college year. 
1915-16, was taken. This average attendance has been calculated 
according to the method described in Chapter II. It will be apparent 
that in considering building accommodations we are only concerned 
with providing adequately for the average number actually on the 
campus at one time during the college year. Using these factors, the 



BUILDING COSTS. 



115 



following summary tables have been compiled. It is to be noted 
that all buildings except dormitories and residences are included in 
this study, whereas the study of the utilization of space concerned 
only 10 buildings at the State university, 10 at the State College of 
Agriculture and Mechanic Arts, and 8 at the State Teachers College. 

Table 9. — Cost of buildings of Iowa State educational institutions — Enrollment. 



Items of comparison. 


Cost of 
buildings. 


Square 

feet of 

floor 

surface. 


Cost per 
square 
foot of 
floor. 


Cost per 
student. 


Square 

feet of 

floor per 

student. 


Average 
enroll- 
ment of 
students. 


STATE XJNIVEESITY OF IOWA. 

Buildings used in common 


$380, 125 
1,512,859 


124,028 
494, 351 


$3.07 
3.06 


$146 
582 


47-7 
190.0 




Buildings used for classes and labora- 








Total 


1,892,984 


618,379 


3.06 


728 


237.7 








Students in 1915-16 












2,600 
















IOWA STATE COLLEGE. 


435,962 

1,548,085 


131,323 
513, 157 


3.32 
3.02 


167 
595 


50.5 
197.5 




Buildings used for classes and labora- 
tories 








Total , 


1,984,047 


644,480 


3.17 


762 


248.0 








Students in 1915-16 












2,600 




45,700 


57,390 


.80 


17 


20.7 






IOWA STATE TEACHERS COLLEGE. 


388,000 
498,000 


150,712 
272,714 


2.58 
1.82 


222 

284 


86.0 
156.0 




Buildings used for classes and labora- 
tories 








Total 


886,000 


423,426 


2.10 


506 


242.0 








Students in 1915-16 






. 






1,750 

















Cost per square foot of floor space in some of last buildings erected. 

Teachers college : 

Vocational building $2. 72 

Library •. 3. 25 

State college: 

Chemistry building . 2.80 

Veterinary building 3. 04 

University : 

Women's gymnasium L 2. 46 

Physics building 3. 48 



Average cost per square foot floor 2. 96 

It will be seen that an average of 243 square feet of floor space is 
at present provided. The average cost of six of the large buildings 
recently erected is $2.96 per square foot of floor space. This amounts 
to $720 per student. Since a considerable quantity of furniture and 
equipment must be provided for each new building, this figure is 
probably 10 per cent too low ; $750 or $800 per student can probably 
be taken as a safer estimate. Hence, if the present per capita allow- 
ance of space is to be maintained, it seems reasonable to anticipate 



116 STATE HIGHER INSTITUTIONS OF IOWA. 

an expenditure for additional buildings of $75,000 to $80,000 for 
each 100 increase in the actual average attendance. With approxi- 
mately $2,000,000 worth of buildings in use at the university and at 
the State college, respectively, an increase in the utilization of the 
buildings of 10 per cent over the present practice would be the 
equivalent of $200,000 worth of additional buildings at each place. 
Further, the State board must anticipate that from time to time 
some buildings will be advantageously replaced by more modern 
structures. Some of the principal considerations, then, which the 
commission believes that the State board should take into account 
in determining its building policy for the future are given in the 
following summary of recommendations. 

SUMMARY OF RECOMMENDATIONS. 

1. An annual allowance of 2 per cent of the cost of buildings for 
repairs and renewals of furniture. 

2. The replacement of worn-out or antiquated buildings by mod- 
ern structures of the same capacity. 

3. The realization of the necessity of appropriating $75,000 or 
$80,000 worth of buildings to provide for every addition of 100 to 
the average attendance after the limit of the utilization of the 
present space has been reached. 



Chapter XIV. 

THE PHYSICAL EDUCATION OF WOMEN. 

Although not specifically requested to do so, the commission has 
undertaken to examine the conditions under which physical train- 
ing is administered to women at the State higher institutions. The 
matter was forced upon the attention of the members of the commis- 
sion during the course of their visits and was regarded as of such 
intrinsic importance as to merit all the consideration which the com- 
mission was able to give it. As the result of the investigation the 
following brief statement is submitted, accompanied by a recom- 
mendation. 

Physical education is now required of all women students, usually 
for two years of their course, in the State higher institutions of 
Iowa. In view of this requirement it is highly important that the 
facilities provided should be adequate, that the relation of the de- 
partment of physical training to the administrative departments 
should be intimate, and that the authority delegated to the physical 
director should be well defined. Only in this way can the State be 



WORK AND REMUNERATION OF THE INSTRUCTORS. 117 

'absolved of its supreme obligations for the preservation and the 
upbuilding of the health of its women students. 

The new gymnasium at the State university is ah excellent, well- 
equipped, fireproof structure. Since all young women in the uni- 
versity are required to enroll in gymnasium classes, the commission 
commends the administrative organization which subordinates the 
gymnasium to the office of the dean of women. This is a particularly 
happy arrangement in view of the fact that the dean of women 
registers the women students and acts as course adviser for all fresh- 
men and sophomore women. 

While the gymnasium accommodations for women at the State 
college of agriculture and mechanic arts are limited and will soon 
be outgrown, the conditions are admirable in every respect and the 
administration excellent. It is somewhat unusual to find a depart- 
ment of physical education organized as a part of the division of 
home economics, but, since practically all women at that institution 
are enrolled in home economics courses, this arrangement makes 
possible an effective cooperation between the authorities charged with 
the mental and those responsible for the physical training of women 
students. It appears to work satisfactorily. 

The gymnasium facilities for women at the Iowa State Teachers 
College are inadequate and the conditions surrounding the work in 
physical education unsatisfactory, especially with respect to the sup- 
ply of shower baths and towels and the use of the swimming pool. 

The commission recommends that a regular woman physician be 
employed at each of the three State institutions, whose duty it shall 
be to advise all women students as to the extent and type of physical 
training required of each and to exercise general supervision over 
the health of women students. It is, in the commission's judgment, 
an indefensible practice to intrust, either directly or by tacit con- 
sent, the administration of curative treatment of serious physical ail- 
ments to any but regularly trained physicians. 

RECOMMENDATION. 

The appointment of a regular woman physician at each of the 
three State institutions to supervise the physical training and the 
health of women students. 



118 STATE HIGHER INSTITUTIONS OF IOWA. 

Chapter XV. 

THE WORK AND REMUNERATION OF THE INSTRUCTIONAL 
STAFFS OF THE IOWA STATE INSTITUTIONS. 

Highly significant of the standards and administrative efficienc}' 
of an educational institution are the amount and character of the 
work demanded of its instructors and the salaries they receive for 
their services. The commission has judged that a study of these 
matters should form a part of its investigations. The board of edu- 
cation, also, in its original invitation (mentioned in the first para- 
graph of the introduction) to the Commissioner of Education to 
undertake the survey, specifically raised the questions: Are the 
classes of proper size, considering economy and efficiency? And, 
considering the subjects taught, are the members of the instructional 
staff teaching the proper number of hours a week? In this chapter 
an attempt is made to answer these questions, to discuss various 
other matters closely related to them, and to formulate certain prin- 
ciples which it is hoped may be useful to the institutions in the future. 

In any college or university the administration determines, through 
the courses of study adopted, the policy of the institution in regard 
to the average number of hours per week a student is to be under 
instruction in lecture, quiz, and laboratory. With this policy fixed, 
the administration faces the problem of providing an adequate 
amount of this instruction of the highest quality possible for all 
students entered. 

Some conclusions as to what is an adequate amount of instruction 
from the point of view of the individual student are generally 
accepted : 

(a) In lecture a professor may meet effectively as many as can 
comfortably hear and see him. 

(b) In recitation or quiz, 30 in a section is probably the largest 
number than can be effectively handled, but the desirable maximum 
for classes of this type would be from 20 to 25. 

(e) In laboratory work it is commonly agreed that one instructor 
should be provided for every 15 or 16 students. 

Larger numbers in quiz or laboratory sections seriously curtail the 
attention accorded by the instructor to each individual student. 

The number of lecture, laboratory, and quiz sections which one 
instructor can meet in a week will depend on the character of the 
work, whether it is elementary or advanced, whether it involves read- 
ing a large amount of written work, and whether it consists entirely 
of separate courses or includes two or three sections of the same 
course. It will also depend on the amount of outside reading, writ- 
ing, and research which he is expected to do. In every case a certain 



WORK AND REMUNERATION OF THE INSTRUCTORS. 119 

variable amount of administrative and committee work will be car- 
ried by the members of the faculty. 

In the following paragraph some standards are suggested which 
may be used to test the loads of the members of the teaching staffs 
of various types of institutions and which may help administrative 
officers to remedy an uneven and inequitable distribution of the 
teaching burden. In this discussion the " student-clock-hour " of 
instruction is taken as the unit. The term may be defined thus: 
One student under instruction in lecture, quiz, or laboratory for at 
least 50 minutes net represents one student-clock-hour. For example, 
20 students meeting four hours a week in recitation represent 80 
student-clock-hours. 1 

A study of any department at once makes it evident that no definite 
number of student-clock-hours can be fixed for each instructor, but 
an average for a department may be set up. In a university, or in 
an institution where research work is encouraged and expected, it 
seems reasonable to expect a department to carry, on the average, 250 
student-clock-hours per instructor. ' In a distinctly undergraduate 
college, where research is limited and where little or no graduate 
work is conducted, a departmental average of 300 student-clock-hours 
per instructor may perhaps be taken as the reasonable norm. It 
must be noted also that, in an institution whose program is made up 
largely of laboratory work, the average number of student-clock- 
hours per instructor will be higher than in an institution whose pro- 
gram consists chiefly of nonlaboratory courses. 

Concerning the quality of instruction, something may be inferred 
from the salaries paid. Colleges and universities of the first rank 
mUst employ well trained and experienced teachers, and must pay 
them salaries large enough to enable them to support a family mod- 
estly and to keep in touch with the progress in their several fields of 
learning through attendance on the national meetings of the scholars 
in those fields. The practice of the stronger institutions in this 
country indicates that the average salary for a department should 
be at least $2,000 a year. In the judgment of the commission, this 
amount should be regarded for the time being as the reasonable 
minimum average in collegiate departments, especially in view of the 
recent remarkable advance in the quality of high-school instruction 
and in the remuneration which it commands. In departments that 
expect to retain men of distinction a higher salary must be paid. 

1 It should be emphasized that this is a different unit from the " credit hour " or 
" semester hour." Usually two or three hours of laboratory work are required as the 
equivalent of one hour recitation, where semester credit hours are considered. The 
" student-clock-hour " here used as the unit does not discount laboratory hours, but 
counts laboratory, lecture, and quiz exercises equally, hour for hour. A student in chem- 
istry one hour in lecture, one hour in quiz, and four hours in laboratory in a week would 
be counted as receiving six student-clock-hours of instruction. 



120 STATE HIGHER INSTITUTIONS OF IOWA. 

If the curriculum of an institution demands that each student shall 
be under instruction on the average for 20 hours a week in lecture, 
laboratory, and recitation, then for every 1,000 students 20,000 
student-clock-hours of instruction must be provided by the adminis- 
tration. If instructors carry an average of 300 student-clock-hours 
each, 67 instructors will be required. It is also clear that, with a fixed 
sum for institutional maintenance, the best salaries can not be paid 
unless the average load of student-clock-hours closely approaches the 
desirable maximum. For instance, if an institution providing 20,000 
student-clock-hours of instruction has $134,000 to spend on teachers' 
salaries and employs 80 instructors instead of 67, the average load 
of student-clock-hours will be reduced, but so will the average salary. 

Credit value of courses. — In general an instructor dealing with 
elementary or intermediate classes can do more effective work by 
teaching a few courses three, four, or five hours a week each than by 
teaching a greater number of courses of less credit value. While 
one and two-hour courses may be justified by special conditions, 
such courses should, as a rule, be discouraged as uneconomical of 
teachers' and students' time. The commission is of the opinion that 
an elementary course three, four, or five hours for one semester can 
be more profitably taught and studied than one of one or two hours 
for two semesters. 

Size of classes. — Classes of five -students or less can rarely be 
justified except in advanced work or in the graduate school. Courses 
enrolling 10 or less are expensive and should not be given unless the 
need is fully demonstrated. Many small classes indicate in some 
cases the lack of adequate study of curriculum or schedule by the 
administrative officers, and in others an undue effort by departments 
to serve the whims or the convenience of students in order to build 
up departmental enrollment. Large classes, on the other hand, unless 
they are lecture classes, usually entail inferior educational results. 
Classes of over 30 are at least open to question. Any considerable 
number of them generally shows a need for more instructors, or a 
poor distribution of students or instructors. 

Below are summary tables showing for each of the three State 
institutions the average salary paid in each department ; the average 
number of student-clock-hours carried by the instructors in each de- 
partment; the average salary paid by the institution; the average 
number of student-clock-hours carried by each instructor; the aver- 
age number of student-clock-hours carried by each student; the 
number of courses given respectively one, two, three, four, and five 
hours a week; the number of sections having from 1 to 5 students, 
6 to 10 students, etc., and the ratio of each of these groups of courses 
to the total number of courses given at the institution. 1 

1 For detail tables from which these summaries have been compiled, see Appendix, p. 158. 



WORK AND REMUNERATION OF THE INSTRUCTORS. 



121 



Table 10. — Number, salaries, and icork of full-time instructors in liberal arts 
and applied science in University of Iowa, 1914-15. 



Departments. 



Full- 
time 
instruc- 
tors. 1 



Average 
salary. 



Average student-clock- 
hours taught by in- 
structors in depart- 
ment. 



First 
semester. 



Second 
semester. 



Increase 
in depart- 
mental 
salary 
budget, 
1915-16. 



Botany 

Chemistry 

Education 

English -. 

Public speaking 

Geology 

German 

Greek 

History 

Latin 

Mathematics 

Philosophy and psychology . 

Physics 

Economics and sociology . . . 

Political science 

Romance languages 

Zoology 

Home economics 

Applied science 



Total... 
Average . 



6 
HI 

? 

4 

7 

1* 

5 

3 

? 

6 

31 
4 

8| 

3 

20| 



$1,517 
1,430 
2,300 
1,995 
1,325 
1,900 
1,683 



1,960 
2,200 
1,580 
2,300 
1, 634 
2,200 
1,690 
1,625 
1,685 
2,133 
1,800 



119| 



213, 676 
1,790 



119 

178 
200 
243 
241 
486 
391 
71 
251 
157 
234 
275 
303 
331 
296 
442 
279 
376 
220 



160 
130 
200 
237 
230 
501 
329 
125 
250 
144 
160 



356 
361 
253 
328 
171 



$900 
300 
15, 780 
6,100 
450 
1,000 
1,450 



4,425 



550 
2,600 
1,075 

7, 500 
1,850 
3,000 
650 
4,000 



31,605 

264 



28, 634 
240 



1 By a "full-time instructor" is meant an instructor giving his entire time to teaching. In the case of 
men giving part time to the State Experiment Station a proportional fraction of their time and salary was 
credited to teaching. Instructors teaching half time on a small salary and devoting the balance of their 
time to study are counted as one-half instructors. 

The enrollment of students was approximately 1,665 ; 1 average 
student-clock-hours to the student, 19. 

It will be noted that certain departments are manifestly overloaded 
and should be relieved. Other departments could carry a larger load 
without being overburdened. 

Credit value of courses. — There were 30 sections having one hour 
per week, 185 sections with two hours, 82 sections with 3 hours, 30 
sections with 4 hours, 15 sections with 5 hours, and 16 sections as 
arranged. 

The commission thinks that better results could be obtained in 
introductory, elementary, and intermediate courses, with some saving 
of strength, by the reduction of the number of one-hour and two-hour 
classes. This might be done in many cases by offering three or four 
or five hour courses for one semester in place of one or two hour 
courses for two semesters. 

Size of sections. 



Students. 

95 sections 1 to 5 

80 sections 6 to 10 

Per cent, 39. 

120 sections 11 to 20 

77 sections 21 to 30 

Per cent, 44. 



Students. 

43 sections 31 to 40 

15 sections 41 to 50 

9 sections 51 to 60 

4 sections 61 to 70 

1 section 71 to 80 

2 sections— 81 to 90 

2 sections 110 to 130 

Per cent, 17. 



1 The entire enrollment was not studied; for example, the dental school, the medical school, and others 
were omitted. 



122 



STATE HIGHER INSTITUTIONS OF IOWA. 



Table 11. — Number, salaries, and work of full-time instructors in the State 
college of agriculture and mechanical arts. 



[The data below refer only to collegiate students and the courses offered for their instruction in the various 

departments.] 



Departments. 



Full-time 
instructors. 



Average 
salary. 



Average student-clock- 
hours taught by in- 
structors in depart- 
ment . 



First 
semester. 



Second 
semester. 



Agricultural editing 

Agricultural journalism . 
Agricultural engineering . 

Animal husbandry 

Bacteriology 

Botany 

Chemistry 

Civil engineering 

Dairy 

Economical science 

Electrical engineering . . . 
English and literature. . . 

Home economics 

Farm crops 

Horticulture 

Mechanical engineering. . 

Physics 

Zoology 

Mathematics 

Public speaking 

Forestry 

Geology and mineralogy . 

History 

Soils 

Modern languages 

Music 

Psychology 

Structural design 

Veterinary medicine 



Total... 
Average. 



Enrollment of collegiate students. . . 
Average student hours per student . 



H 
H 

3 

24J 

4 
15 

ft 

i? 

?f 

12 
3 

21 

I 
3i 



% 



190 



$1,980 
1,730 
1,590 
2,170 
1,850 
1,490 
1,080 
1,820 
1,840 
2,030 



75 

,275 

,320 

,630 

,500 

475 

490 

,550 

,370 

,133 

1,740 

2,380 

1,725 

2,090 

1,325 

1,125 

2,250 

2,500 

2,065 



297, 944 
1, 565 



495 
528 
164 
423 
430 
376 
197 
310 
144 
201 
346 
387 
286 
4i6 
266 
280 
262 
132 
160 
87 
95 
495 
234 
232 
278 
115 
302 



61,069 
322 



2, 522 
24.2 



252 
455 
51? 
342 
349 
372 
373 
349 
168 
150 
160 
321 
320 
206 
430 
220 
456 
235 
108 
164 
91 
308 
304 
313 
370 
211 
443 
236 



58,354 
305 



2,497 
23.3 



Credit value of courses. 



Credit hours 
per week. 

65 classes had 1 

6 classes had li 

17 classes had 1§ 

126 classes had 2 

11 classes had 21 

11 classes had 2| 

84 classes had 8 

11 classes had 3* 



Credit hours 
per week. 

1 class had 3t 

28 classes had 4 

7, classes had 4J 

1 class had 4§ 

29 classes had 5 

1 class had 5# 

5 classes had 6 



It seems to the commission that some reduction in the variety of 
hours' credit offered would be advisable and also a reduction of the 
number of one and two hour courses. It should be noted, however, 
that at this institution an unusually large per cent of the students' 
time is spent in the laboratory, where three hours' work is required 
for one hour of credit. This explains the fractional credits. 



WORK AND REMUNERATION OP THE INSTRUCTORS. 



123 



Size of sections. 



Students. 

162 sections 1 to 5 

149 sections 6 to 10 

Per cent, 27.5. 

405 sections 11 to 20 

335 sections 21 to 30 

Per cent, 56.6. 

92 sections ._ 31 to 40 

39 sections 41 to 50 



Students. 
21 sections 51 to 60 

9 sections 61 to 70 

5 sections 71 to 80 

5 sections 81 to 90 

1 section 91 to 100 

10 sections Over 100 

Per cent, 15.9. 



It is to be noted that at the State college 136 to 144 semester hours' 
credit are required for graduation, as against 120 semester hours at 
the university, exclusive of physical training and military drill, 
and 120 at the State Teachers College, exclusive of physical training 
and work in literary societies. It will also be observed that each 
student at the State college carries about 24 student-clock-hours of 
instruction as against 19 or 20 at the other institutions. 



Table 12. 



-Number, salaries, and work of full-time instructors in Iowa State 
Teachers College, 1914-15. 



[The following data refer to the collegiate enrollment only, including all students in the 
two-year and four-year courses, entrance to which is based on a four-year high-school 
course.] 



Departments. 


Full-time 
instruct- 
ors. 


Average 
salary. 


Average student-clock-hours taught by 
instructors in department. 


Increase in 
depart- 
mental 
salary 
budget, 
1915-16. 




Summer. 


Fall. 


Winter. 


Spring. 




7 
12 
7 
2 
2 
1 
4 
4 
2 
1 
1 
3 
3 
2 
3 


$1,871 
1,233 
1,714 
1,850 
1,700 
2,300 
1,575 
1,850 
1,450 
2,200 
1,800 
1,333 
1,700 
1,800 
1,166 


650 

327 
354 
110 
258 
595 
348 
650 
400 
766 
467 
492 
770 
254 
305 


535 
143 
361 
165 
335 
245 
316 
446 
440 
287 
321 
178 
368 
182 
m 243 


527 
148 
393 
183 
328 
219 
222 
331 
393 
180 
436 
353 
312 
280 
298 


485 
229 
366 
156 
233 
220 
240 
746 
403 
295 
366 
301 
236 
356 
238 






$1,920 
















Physics and chemistry 

Botany, agriculture, geology . . 




200 








100 


Art 














200 






Total 


54 


86, 100 
1,594 


17,338 
321 


16,609 
308 

906 

18.3 


16, 382 
303 

949 

17.3 


17,928 
332 

946 

18.9 








Enrollment of collegiate stu- 






Average student hours per 





















The commission submits that these figures indicate a very uneven 
distribution of the teaching burden and an inadequate number of 
teachers. If a better distribution of the teaching burden could be 
secured by the administration, it would partly relieve the situation, 
but at least five or six additional instructors should have been em- 
ployed in 1914-15 to carry the load of that year. 



124 



STATE HIGHER INSTITUTIONS OF IOWA. 



Credit value of courses. — Almost all classes meet five hours a week. 
While this is admirable in elementary work, especially in the work 
of the first two years, it seems desirable to the commission to pro- 
vide shorter courses, say, of three hours, for juniors and seniors. 
This is in accord with the practice of most strong and progressive 
institutions. Such an arrangement would probably raise the stand- 
ard of the upper-class work and at the same time give greater 
variety of election to upper-class students. 

■Size of sections. — The figures give the average number of sections 
of sizes indicated for the year 1914^15, exclusive of the summer term. 
Subcollegiate classes are not included. 



Students. 

15 sections 1 to 5 

33 sections 6 to 10 

Per cent, 30. 

50 sections 11 to 20 

36 sections 21 to 30 

Per cent, 53.75. 



Students. 
19 sections 31 to 40 

5 sections 41 to 50 

2 sections 51 to 60 

Per cent, 16.25. 



Table 13. 



-Summary of the data concerning size of sections in the three. State 
institutions. 





Number of students in section. 


Sections at — 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


51 to 60 


61 to 70 


71 to 80 


80 and 
over. 


University of 
Iowa 

State college.. 

Teachers col- 
lege 


95 
162 

15 


80 
149 

31 


120 
405 

53 


77 
235 

38 


43 
92 

19 


15 
39 

5 


9 
21 

3 


4 
9 


1 
5 


4 
16 









Certain interesting facts bearing on the administration of the 
three institutions appear in the foregoing summary. During 1914r-15, 
532 classes were given in which 10 students or less were enrolled 
(university, 175; State college, 311; teachers college, 46). The com- 
mission recommends that the officers of the institutions make a care- 
ful study of each of these classes to determine which of them were 
justified and which could have been omitted or postponed without 
material loss. Indeed, the commission is of the opinion that the 
administration of each institution should annually give the question 
of small classes earnest consideration, and that, in view of the ex- 
pense involved, the organization of such classes should only be sanc- 
tioned upon presentation of evidence that they meet a real need of a 
deserving group of students. 

In 1914-15, 285 classes of more than 30 students each were given 
instruction (76 at the university, 182 at State college, 27 at teachers 
college) . The commission also recommends a study of these classes 



STATE AND INSTITUTIONAL ADMINISTRATION. 125 

to determine which of them were lecture classes, and therefore prob- 
ably of justifiable size, and which were quiz or recitation sections, 
too large for the most effective teaching. As to the latter the ad- 
ministration should inform itself whether reductions might be ef- 
fected by a redistribution of the work among the present members 
of the teaching staff, or whether additional instructors are needed 
to prevent the overcrowding of sections. Certainly in all depart- 
ments where the average number of student-hours is less than 250 
or 300, quiz and recitation sections of over 30 could be avoided by the 
proper distribution of work. 

SUMMARY OF RECOMMENDATIONS. 

1. The establishment of $2,000 as the average minimum salary for 
collegiate departments. 

2. The reduction of the number of one and two hour courses, es- 
pecially in elementary work and in the first half of the college course, 
at the State university and the State college. 

3. The reduction of the number of small classes (10 or under) at all 
three institutions. 

4. More even distribution of teaching loads, to reduce the number 
of large classes (30 or more) at all three institutions. 

5. The employment of several additional instructors (the number 
to be determined by the number of student-clock-hours to be car- 
ried) at the State teachers college. 

6. The provision of a greater number of courses of less than five 
hours a week (three-hour courses are suggested) at the State teachers 
college. 



Chapter XVI. 

OBSERVATIONS ON STATE AND INSTITUTIONAL 
ADMINISTRATION. 

The commission has been much impressed with certain features 
of the general organization of educational control in Iowa. Some 
of these are discussed here, in the belief that not only the board, but 
the people of the State, may be interested in the observations and 
conclusions of a group of outsiders who have approached the study 
of the State's problems without local affiliations and without bias. 

RELATIONS OF THE STATE SUPERINTENDENT OF PUBLIC 
INSTRUCTION AND THE STATE BOARD OF EDUCATION. 

Allusion was made in Chapter I to the lack of coordination between 
the office of the State superintendent of public instruction and the 
State board of education, with reference to the inspection and ap- 



126 STATE HIGHER INSTITUTIONS OF IOWA. 

proval of high schools. The legislation which has made the office of 
State superintendent wholly independent of the State board of edu- 
cation, together with the legislative action granting subsidies to cer- 
tain high schools which comply with requirements administered 
through the office of the superintendent of public instruction, has 
made possible a disparity between the criteria of standardization as 
represented in the recommendations and requirements of the super- 
intendent of public instruction on the one hand and the require- 
ments of the institutions of higher learning on the other, especially 
as the latter are administered through the State board's high-school 
inspector and his assistants. The commission is of the opinion that, 
even if overt conflict of authority be avoided by the forbearance, good 
sense, and mutual consideration of the several parties concerned, it 
is unwise to have perpetuated a situation which contains the constant 
menace of friction, tending to stimulate controversial relations 
among the educational institutions of the State or among the of- 
ficial representatives of the different divisions of its educational sys- 
tem. Several remedies suggest themselves. 

In a number of States — for example, California, Illinois, Michi- 
gan, Minnesota, and Wisconsin — the State superintendent of public 
instruction is ex officio a member of the governing board of the State 
university. The commission is aware of the objection to ex officio 
members of university boards, particularly when such members are 
political officials not otherwise connected with the educational system 
of the State. 1 This objection does not seem, however, to lie against 
the head of the State's common schools. On the contrary, the inclu- 
sion of the State superintendent in the membership of the board of 
education has the very tangible advantage of emphasizing the unity 
of the State's educational enterprise. At present the Iowa State 
board of education is organically cut off from the agencies in con- 
trol of the public schools, except in so far as it chooses to seek their 
advice. This is a serious defect in the board's relationship to the 
interests which it is in part designed to serve. Moreover, it appears 
evident that the association of the office of superintendent of public 
instruction with the board* in the direct management and control of 
the higher institutions would at once bring about an understanding 
by each agency of the plans and purposes of the other and would do 
away with any further possibility of conflict in the determination 
of high- school standards, a matter in which both are vitally con- 
cerned. 

A still more radical alteration of the State's administrative ma- 
chinery, but one which seems to the commission much more likely to 
result in the smooth operation of all its parts, would be the extension 

*In several States the governor and other State officers are ex officio members of edu- 
cational boards. 



STATE AND INSTITUTIONAL ADMINISTRATION. 127 

of the jurisdiction of the board of education to include the public 
elementary and high schools and the provision for the appointment 
of the superintendent of public instruction by the board. Several 
States in which educational administration has reached a high 
degree of efficiency — notably Massachusetts and New York — have 
substantially this form of control. While it may be argued that in 
these States the board is chiefly concerned with the lower schools, and 
that the State's higher educational enterprise is not nearly of such 
magnitude as in Iowa, this does not seem to constitute a valid ob- 
jection. The construction of the Panama Canal was directed by a 
commission of seven members. In other words, from an adminis- 
trative standpoint, the size of the undertaking is immaterial. It is 
the coordination of the powers and responsibilities of the adminis- 
trative officials and their executive officers that is significant. 

However, if neither of these changes in the constitution or func- 
tions of the board of education seems to the people of the State 
desirable, the commission calls attention to the devices which have 
been adopted in several States to secure harmony between the gov- 
erning boards of State higher institutions and the department of 
public instruction in the matter of high-school inspection. One of 
the best conceived of these, and, as far as report has come to the com- 
mission, one of the most successful, is that in force in Ohio. Its 
principal features are as follows : The staff of high-school inspectors 
consists of eight persons, appointed by the superintendent of public 
instruction. Two of them are not connected with any college or uni- 
versity, two are from the faculty of the college of education of the 
State university, one each from the faculties of the normal colleges 
at Oxford and Athens, and one each from the faculties of the nor- 
mal schools at Kent and Bowling Green. The various faculty rep- 
resentatives on the board of inspectors devote one half the year to 
inspection and the other half to teaching. The classification and 
rating of all schools is decided by a majority vote of all inspectors, 
meeting together under the chairmanship of the superintendent of 
public instruction. A copy of the report made on each school is fur- 
nished to the school itself, and one is sent to each of the institutions 
from which the half-time inspectors are chosen. 

The systems in force in two other States may also be mentioned 
briefly. In Arkansas the high-school inspector is appointed by the 
State university and reports both to the university and the State 
department of education. The object of the inspection is threefold : 
To determine the granting of State aid, to organize and develop 
high schools, and to accredit schools equipped to prepare for college. 
In Florida the high-school inspection is under the joint control of 
the State university and the State department of education. The 
high-school inspector is the dean of the teachers' college of the 



128 STATE HIGHEK INSTITUTIONS OF IOWA. 

university and reports both to the university and to the department 
of education. The objects of the inspection are to stimulate the 
development of weak schools and to accredit schools equipped to 
prepare for college. 

The commission has no right to offer recommendations on these 
matters, but it desires most earnestly to call them to the attention of 
the board, the legislature, and the people of the State. 

A second subject, also outside of its legitimate field, on which the 
commission feels constrained to comment, is the constitution of the 
board of educational examiners. This board determines the quali- 
fications of teachers for the State and issues certificates authorizing 
individuals to teach. It consists at present of the superintendent of 
public instruction, who acts as chairman, the president of the State 
university, the president of the State teachers college, and two per- 
sons appointed by the governor. It will be remarked that the presi- 
dent of the State college of agriculture and mechanic arts is not a 
member of this board. Since the State college is now the recognized 
training school for certain groups of teachers and is preparing an- 
nually such large bodies of young people for the teaching profession, 
it seems to the commission a matter both of courtesy and good judg- 
ment to include the president of that college in the membership of 
the board of educational examiners. 

THE POWERS OF THE FINANCE COMMITTEE AND THE POSITION 
OF THE PRESIDENTS OF THE HIGHER INSTITUTIONS. 

The commission is unanimously of the opinion that to go to the 
bottom of the difficulties confronting the State necessitates touching 
upon certain other and more intimate aspects of the organization of 
the State board of education. 

The position of the finance committee seems to demand very 
thoughtful consideration. Unless the functions of this body are 
sharply defined and restricted, it appears to the commission highly 
probable that within a short .time many of the responsibilities gen- 
erally assigned to the executives of State institutions will largely 
pass into the hands of the committee. If it be desired that the presi- 
dents shall become purely educational administrative officers, with no 
responsibility whatever in fiscal affairs, this can perhaps be brought 
about. It would certainly constitute an interesting experiment in 
college and university administration — an experiment which most 
States would prefer to have made for them by some other State. 
Something of the sort has been more than once suggested. The com- 
mission does not, however, understand that this was the purpose of 
the act creating the committee. It is, nevertheless, clear that, a com- 
mittee of this kind, frequently on the grounds of each institution and 



STATE AND INSTITUTIONAL ADMINISTRATION. 129 

by reason of this fact more intimately informed regarding their 
internal conditions than perhaps any member of the board, partly in 
consequence thereof enjoying de facto (whatever the theory) large 
control over expenditures, is likely to acquire powers which it was 
never intended to convey. With the best of intentions such a com- 
mittee will inevitably come under the influence of particular faculty 
individuals or parties, and the president's position may well become 
decidedly anomalous. It should be emphasized that the committee 
was everywhere spoken of with respect and appreciation, and the 
commission doubts whether abler and more efficient appointees could 
be chosen. But more than once indications appeared that the diffi- 
culties predicted had already in some instances begun to be realized. 
In some cases it seems that members of the faculties have been uncer- 
tain as to whether in seeking approval for proposed expenditures they 
ought properly to go to the president or to the finance committee. 
This uncertainty is of course capable of speedy correction. Its im- 
portance here is simply as an indication of the almost inevitable 
tendency of a body like the finance committee, consciously or other- 
wise, to acquire functions commonly restricted to the presidents. 

To one unfamiliar with the actual internal workings of an Ameri- 
can State university it may seem wholly practicable to divorce the 
educational supervision from all fiscal control, and as already indi- 
cated this has more than once been suggested. But to persons cog- 
nizant of the actual circumstances the practicability of this plan 
seems open to grave doubt. Not only must there be some one whose 
judgment in educational matters can be trusted when expenditures 
for wholly new enterprises are at issue ; there must also be some 
authority who shall determine the thousand and one questions of 
detail in expenditure within the limits of a general budgetary pro- 
gram. For example, who shall determine whether, of $2,000 available 
in general funds, the department of botany shall be. allowed to pur- 
chase certain desired and perhaps essential additions to its equip- 
ment, or instead of this the department of history be permitted to 
make indispensable additions to its library ? Only one can be done 
at a time. Questions of this kind under any budgetary system are 
constantly coming up in the larger institutions, and it seems some- 
what obvious that an intelligent college president is more likely to 
reach a decision based on a just consideration of the educational 
issues involved than any layman, however well intentioned. Illus- 
trations of the same type might be repeated indefinitely. 

Now, again, it is not the understanding of the commission that in 
theory the finance committee forthwith decides this kind of thing, 
much less that it works in a manner designed to go behind the presi- 
dents, or undermine their authority with the faculties and students. 
41817°— 16 



130 STATE HIGHER INSTITUTIONS OF IOWA. 

But, as was remarked above, there can be no question that increas- 
ingly as time goes on, the more intimate knowledge of the local 
situations possessed by the members of this committee, as compared 
with most of the members of the board, must operate to confer on 
the committee very large power and often a decisive influence. It 
will in the judgment of the commission inevitably occur that the 
board as a whole will get further and further away from the institu- 
tions, a result which would be highly regrettable. So long as the 
committee is equipped, as at present, with men of ability and single- 
minded devotion to the interests of the State, the practical conse- 
quences of the situation, so far as concerns the measures actually 
approved by the board, might be quite beyond criticism. With 
members of another kind the influence of the committee might be 
disastrous, and in any case, unless the powers of the committee are 
carefully defined so as to avoid all possibility of interference with 
the legitimate influence and authority of the several presidents, there 
is contained here the seed of serious consequences — among others the 
entire unwillingness of men of first-rate character and ability to 
serve the State in the presidential offices. High-grade character and 
ability always demand, and properly demand, actual power and real 
responsibility. 

The commission finds it difficult to believe that the exclusion from 
the sittings of the board of education of the presidents of the State 
institutions of higher education (save on receipt of special invita- 
tion) can commend itself permanently as a wise policy. It is the 
unanimous opinion of the commission that the present procedure 
subjects the presidents of these institutions to conditions that are 
incompatible with the dignity of their office and likely to prove 
provocative of serious misconceptions in the State. From one point 
of view the presidents, like any of the other officers of these institu- 
tions, are simply employees of the State and more immediately of 
the board. In a larger and truer view of the case, however, they 
are expert officers of the State itself, responsible for perhaps the 
most important part of its internal administration, and, as such, 
every measure ought to be taken which will insure a dignified and 
complete presentation to the board of the issues affecting the several 
institutions in their charge. The commission questions most seri- 
ously both the propriety and the ultimate efficiency of a system 
which gives the institutions no official representation before the 
board, but it leaves it entirely to the initiative of the board to call 
them in when it sees fit. Such a procedure inevitably puts the admin- 
istrative head of an institution in the position of a suppliant for 
favors instead of in the position of an authorized expert presenting 
to the responsible authorities the interests of the institution imme- 
diately in his charge. 



STATE AND INSTITUTIONAL ADMINISTRATION. 131 

Moreover, under present conditions it is difficult for the executives 
to view their problems as concerned solely with the best service of 
the State rather than with the upbuilding of particular institutions. 
If they were regular members of the State board, even though 
enjoying no vote, their outlook on the situation as a whole would 
necessarily be at once enlarged and altered and the board would 
unquestionably enjoy their loyal cooperation in meeting its problems. 
So far from complicating the transaction of the board's business, as 
might be feared by some, their joint presence would allay suspicion 
and create an atmosphere of frankness and fair dealing which could 
only be conducive to the welfare of the educational interests of the 
State. It is therefore recommended that the presidents of the State 
institutions of higher education be made ex officio members of the 
board of education without power to vote. 

SUGGESTIONS REGARDING INTERNAL INSTITUTIONAL 
ADMINISTRATION. 

The commission has been impressed with the possibility of improv- 
ing certain features of the internal administration of the State insti- 
tutions. Some of the present practices were no doubt satisfactory 
when the institutions were much smaller. Their inappropriateness 
to present conditions is perhaps more obvious to outsiders than to 
those within the institutions who have become more or less accus- 
tomed to the situation and have consequently come to accept it as 
natural. 

At the State university the commission remarked in many ways 
the evident absence of a definite and consecutive policy in accordance 
with which the institution has been guided in recent years. This is 
no doubt in part due to the frequent changes in the presidency, with 
the consequent disorganization of plans. It is probably also due to 
the lack of active participation by the faculty as a whole in the 
formulation and execution of any program for the development of 
the institution. The university presents rather strongly to a visitor 
the impression of a group of relatively autonomous departments and 
colleges, many of them going their own way, with little obvious 
regard to the interests of other departments and even less for the 
institution as a whole. In default of a strong continuous centralized 
administrative control, such a condition tends to give the pushing, 
and even the selfish individual, an unfair advantage over his less 
aggressive and more generous-minded colleague. Needless to say, 
the institution is not always the gainer by the results of this situa- 
tion. Furthermore, certain individuals may, under these circum- 
stances, acquire essentially vested rights and privileges which it 
then becomes academic sacrilege to invade. The commission is dis- 
posed strongly to urge whatever measures will create or restore a 



132 STATE HIGHEK INSTITUTIONS OF IOWA. 

keener sense of faculty responsibility, with a corresponding decrease 
of departmental autonomy. The department should be the servant, 
not the master, of the university. 

At the State teachers college a different form of administrative 
policy was encountered which also seemed open to betterment. 
There is no question here of the usurping by the departments of 
powers or privileges commonly vested in the executive or in the 
faculty. But as an incident of the highly centralized organization, 
there was observed a form of procedure, several times repeated, which 
perhaps attains a certain administrative efficiency at the cost of a 
genuine educational efficiency. For example, psychology is taught 
in the college ostensibly for its value in the science and art of teach- 
ing. The college courses in education are given for a similar reason. 
But the work of the practice school in which these subjects might 
be expected to find their application, illustration, and correction is 
conducted under an entirely separate administration and with only 
the most nominal and perfunctory coordination with the college 
department. The conditions of mutual understanding and coopera- 
tion between these two divisions of the institution, which the com- 
mission had been led to expect, proved on analysis of the facts to 
be of the most formal character. The disparity between the theory 
of the relationship and the actual fact appeared to be unequivocal. 
The commission is not unaware of the difficulties, both educational 
and administrative, involved in the conduct of a practice school and 
the proper correlation of its work with the academic work in edu- 
cation; nor is it oblivious to the obvious freedom from administra- 
tive friction which ensues from a policy of mutual exclusion such 
as is here represented. Unquestionably it makes for administrative 
quiet and peace. Also unquestionably it diminishes for the stu- 
dents by an amount not easily estimated, the actual significance of 
the work in teaching, in psychology, and in education. There is 
also perhaps an equally great loss in another direction, namely, in 
the vitalizing of the work of the members of the staff of the practice 
school which would follow from a more intimate contact with the 
work of the academic division. 

A similar situation exists in the lack of coordination between the 
rural school division, giving work in education and psychology, and 
the college department. Here there is no necessary loss to the stu- 
dents, because they do not regularly come into contact with both 
divisions; but it is hard to believe that a system which keeps two 
such cognate divisions apart from one another can be realizing at all 
completely on its own intellectual resources. 

Again, the organization of three essentially distinct divisions 
of work in home economics with separate laboratories, separate 
staff, separate purchasing arrangements, and the like, makes for 



STATE AND INSTITUTIONAL ADMINISTRATION. 133 

needless multiplication of supervisory duties, to say nothing of ad- 
ministrative wastage at other points. 1 In the new building pre- 
sumably some of these objectionable features will be remedied. But 
the administrative principle under which such conditions can have 
arisen is the object of skepticism; and unless this is corrected, the 
same type of difficulty will certainly occur again. An administrative 
coordination represented by the nominal subserviency of cognate 
correlated divisions of work to a central office or person outside the 
departments concerned may conceivably achieve desirable freedom 
from some forms of tension, but as represented in the instances cited 
at the teachers college, it is highly improbable that it could ever meet 
fully the genuine needs of the students for whom the institution is 
conducted. 

Attention should also be called to the danger that the extension 
work now in operation at the teachers college may affect unfavorably 
the work done on the grounds, because of the fatigue and distraction 
of the staff represented. The work itself appears to be admirably 
conceived and thoroughly worthy of development; but unless some 
additions are made to the faculty, or in some other way the school 
hours of the teachers engaged in this work are diminished, the result 
is certain — impaired health, impaired intellectual resiliency, and con- 
sequent loss of efficiency in the work of instruction at Cedar Falls. 
On the other hand, if relief of this kind is afforded, the work will 
bring back to the institution in the way of enrichment and vitalizing 
of teaching all that it gives. 

INTER=INSTITUTIONAL SENTIMENT AND ATHLETICS. 

The commission has already several times referred to the unfortu- 
nate bitterness which characterizes the attitude of the partisans of 
each of the State institutions toward those of the others. The ten- 
dency to regard with suspicion acts of a sister institution, to impute 
unworthy motives to its officers and adherents — this is the principal 
cause of the State's educational woes. It is not an expression of 
generous rivalry or of wholesome competition. It represents rather a 
devastating blight fastened upon the whole educational system of 
the State. That all three of the institutions should have made such 
genuine progress and should have attained such commanding rank 
among the collegiate institutions of the country in an atmosphere so 
hostile to true educational advance is testimony of an amazing innate 
vitality. The fact indicates that fundamental organic weaknesses are 
lacking and that Iowa's difficulty is largely a state of mind. 

The commission can not believe that the citizens of a strong and 
enlightened Commonwealth will much longer tolerate a situation in 

1 This question has already been discussed. See Chapter VIII. 



134 STATE HIGHER INSTITUTIONS OE IOWA. 

which the most potent instruments for civic and intellectual better- 
ment are thus blunted. It can not believe that the good sense of the 
State will longer permit petty institutional jealousies, founded for 
the most part on the merest illusions, to defeat even partially the 
State's educational purpose. It can not believe that the citizens of 
Iowa, even the most partisan minded, will much longer fail to see 
that the State's advantage is above the ambitions of any institution ; 
that true institutional loyalty in any student or alumnus of a State 
institution means the consideration of the State's advantage first; 
that any student or alumnus who puts the claims of his institution 
above those of the State is an enemy alike to the State and to his 
institution. 

While the commission is confident that this point of view must 
inevitably prevail — and it hopes speedily — nevertheless it recognizes 
the tenacity of existing animosities and the fact that exhortation will 
probably have slight effect upon them. It is led therefore to suggest 
one, as it believes, practical step toward the accomplishment of the 
desired end. This is the temporary discontinuance of intercollegiate 
football, and perhaps baseball, between the Iowa State University 
and the Iowa State College of Agriculture and Mechanic Arts. 

The annual football game between the college and the university 
is the occasion of the revival of feuds, charges, and countercharges, 
the reassertion of differences and criticisms which at best have had 
only poor reasons for existence. The event, if the evidence is to be 
trusted, rarely partakes of the wholesome, generous, sportsmanlike 
rivalry which generally characterizes the relations between other uni- 
versities in different States — for example, between Minnesota and 
Illinois. An enthusiastic, intelligent loyalty to an institution on the 
part of its alumni and friends is one of its strongest assets. Occa- 
sions which stir up such loyalty by bringing together large numbers 
of supporters of an institution like either of these, which is the crea- 
ture and servant of the State, should be encouraged and supported, 
but occasions which engender misunderstandings and antipathies, 
with their consequent disintegrating and harmful effects, are to be 
avoided. That form of loyalty which finds its chief incentive and 
expression in hostility toward another creature and servant of the 
same State can not of itself and in the long run be a good thing for 
the State or its institutions. 

For these reasons the commission recommends that intercollegiate 
football games at least, and perhaps baseball games also, between the 
two institutions under discussion should be completely suspended for 
a period of five or six years. This recommendation has nothing 
whatever to do with the larger matter of the participation of both 
institutions in other intercollegiate contests — for example, between 



STATE AND INSTITUTIONAL ADMINISTRATION. 135 

either of the institutions and the University of Nebraska or the 
University of Missouri or the Kansas State College, Games such as 
these ought to furnish the occasion for gatherings of enthusiastic 
and sportsmanlike alumni. They would, however, be devoid of the 
highly objectionable bitterness and institutional prejudices which 
seem to have contributed in recent years to obscure a sound and 
appreciative judgment of the merits of each institution by the 
adherents of the other. 

The substitution of cooperation for competition is one of the 
largest and most outstanding needs in the adjustment of the rela- 
tions of the two institutions. An earnest and progressive desire to 
cooperate by the alumni, faculty, and students of both the State 
college and the university should take the place of the traditional 
and ofttimes exaggerated rivalry which has hitherto characterized 
their relations in general. To magnify and perpetuate old antago- 
nisms and fictitious differences under the guise of cultivating loyalty 
is to prevent the most efficient accomplishment of the State's purpose 
in creating these institutions. 

CONCLUSION. 

The commission has no desire to have its last word one of adverse 
criticism. In spite of the unwholesome effects of such interinstitu- 
tional sentiment as has been referred to in the preceding paragraphs, 
the commission would like to record its keen appreciation of the 
condition of the three State institutions. It considers that the State 
is to be congratulated upon the possession of higher schools on the 
whole so well conceived and well managed. It was especially im- 
pressed by the ability and devotion with which the members of the 
several instructional and official staffs are discharging their func- 
tions. An attitude of simplicity and straightforwardness prevails at 
all three institutions. The standards of all three are high and are 
conscientiously enforced. The high position of all three among 
similar institutions in the country is well known and unquestioned. 

SUMMARY OF RECOMMENDATIONS. 

1. The readjustment of the official relationships between the office 
of the State superintendent of public instruction and the State 
board of education. 

2. The inclusion of the president of the State college of agricul- 
ture and mechanic arts in the membership of the board of educa- 
tional examiners. 

3. The strict definition of the powers and functions of the finance 
committee. 



136 STATE HIGHEE INSTITUTIONS OF IOWA. 

4. The inclusion of the presidents of the State higher institutions 
ex officio in the membership of the State board of education, without 
power to vote. 

5. A larger measure of faculty responsibility and a decrease of 
departmental autonomy at the State university. 

6. The closer correlation of cognate departments in the practice 
school and in the academic divisions of the State teachers college. 

7. The temporary discontinuance of football (and perhaps base- 
ball) games between the State university and the State college of 
agriculture and mechanic arts. 



Chapter XVII. 

GENERAL SUMMARY OF RECOMMENDATIONS. 



DUPLICATION. 



1. The adoption of the principle of "major and service lines of 
work " at the three State institutions. 

2. The creation of an annual conference consisting of members of 
the faculties of the institutions and the State board of education, to 
adjust questions of overlapping not automatically determined, by 
the establishment of major lines for each institution. 

3. The readjustment of the work in engineering at the State 
university and the State college, according to one of three methods : 

(a) A horizontal division assigning graduate work to one school 

and undergraduate work to the other. (Judged at present 
impracticable by the commission.) 

(b) The union of the two schools at one place. (Thought by the 

commission to be at present possibly inexpedient because of 
the state of public opinion.) 

(c) A vertical division of work, assigning some branches of engi- 

neering to one institution and some to the other. 

4. The discontinuance of the last two years in liberal arts at the 
Iowa State Teachers College with suggestion of three-year nonde- 
gree courses for rural and grade teachers. 

5. The enlargement of facilities for practice teaching at the State 
teachers college. 

6. The establishment of additional normal schools. 

7. The addition of men to the faculty of the State teachers col- 
lege, to give half of their time to instruction and half as members 
of the staff of the State superintendent of public instruction to the 
supervision of work in the normal-training high schools. 



GENERAL SUMMARY OF RECOMMENDATIONS. 137 

GRADUATE WORK. 

8. The encouragement of the development of graduate work at the 
Iowa State University and the Iowa State College of Agriculture 
and Mechanic Arts along the major lines of the institutions. 

9. The adoption of a rule by the university according graduate 
status to none but students having a definite proportion of their 
registration in courses for graduates only. 

10. The determination by the university senate, or some other rep- 
resentative body, of the departments to be encouraged to develop 
graduate courses. 

11. The exercise of greater care by the graduate division of the 
State college in admitting students from other institutions to grad- 
uate standing. 

12. The creation of a standing committee on graduate work, to 
consist of two members of the State board of education and three 
members each from the institutions giving graduate work, the latter 
to be elected for a term of years by the graduate faculties. 

LIBERAL ARTS AT THE STATE COLLEGE. 

13. The strict enforcement by the State board of education of the 
principle that departments of liberal arts and sciences at the Iowa 
State College of Agriculture and Mechanic Arts shall be simply 
service departments; especially the revision of the work offered in 
the departments of economic science, geology, physics, and mathe- 
matics, to secure conformity to this principle. 

14. The abandonment of courses in chemistry at the loAva State 
College which neither contribute to the major lines of that institution 
nor reenforce the work of the experiment stations. 

15. The revision of the requirements for the degree of bachelor of 
science in the division of industrial science, to render it impossible 
to secure the degree except on completion of industrial and profes- 
sional courses (in contradistinction to liberal arts courses) equal in 
amount to those required in technical curricula. 

EXTENSION WORK. 

16. The strict application of the principle of the major lines of 
work to the development of the extension enterprises of the three 
State institutions. 

IT. The establishment of a conference on extension work composed 
of members of the board of education and extension officers of the 
three institutions to discuss projects. 

DUPLICATION IN EDUCATION AND PSYCHOLOGY. 

18. The imposition of no external limitation upon facilities offered 
at the three State institutions for giving work in home economics, 
agriculture, and manual training until the present force of teachers 



138 STATE HIGHER INSTITUTIONS OF IOWA. 

in the State schools is equipped to meet the obligations imposed by 
the State law. 

19. Thereafter the delimitation of work in psychology and educa- 
tion at the State college to the amount requisite to meet the require- 
ments of the first-class State certificate, 

20. The provision of better practice facilities at the State uni- 
versity. 

HOME ECONOMICS. 

21. The development at the Iowa State University of home eco- 
nomics as a service department along lines that will make it of 
greatest value to students majoring in other courses of study. 

22. The avoidance by the university of courses that duplicate the 
work offered at the State College of Agriculture and Mechanic Arts 
in the preparation of high-school teachers. 

23. The establishment at the university of special lines of work 
for the training of hospital dietitians 

24. The provision in the near future of enlarged accommodations 
for the department of home economics at the State College of Agri- 
culture and Mechanic Arts. 

25. The provision of opportunities for preparation in institutional 
and cafeterial management at the State College of Agriculture and 
Mechanic Arts. 

26. The provision of special courses for the preparation of trade 
and industrial school teachers at the State College of Agriculture 
and Mechanic Arts. 

27. The improvement of the accommodations provided for work in 
home economics at the Iowa State Teachers College. 

28. Reorganization of the department at the State teachers college 
under a single head. 

SUBCOLLEGIATE WORK. 

29. The continuance of subcollegiate work at the State teachers 
college. 

30. The abandonment by the State College of Agriculture and 
Mechanic Arts of all noncollegiate work, except for limited short 
courses, in winter or in summer, for special groups of students. The 
establishment of corresponding work in selected high schools 
throughout the State under the direction of the State college. 

JOURNALISM. 

31. The approval of the work in journalism now offered at the 
Iowa State University and the Iowa State College of Agriculture 
and Mechanic Arts and the limitation of it to approximately its 
present scope. 



GENERAL SUMMARY OF RECOMMENDATIONS. 139 

COMMERCE. 

32. The moderate expansion and better correlation of courses now 
offered in various departments of the Iowa State University, rather 
than the creation of a separate school of commerce. 

UTILIZATION OF BUILDINGS. 

33. At the State university: 

(a) The construction of a library and an auditorium as the 
greatest present need. 

(b) The accommodation of one or both of the departments of 
botany and geology in the space thus released in the Natural 
Science Building. 

(c) The remodeling of the Old Science Building or the construc- 
tion of a simple fireproof building to house the remaining 
department and its valuable collections (in case only one is 
accommodated in the Natural Science Building). Adequate 
provision for the departments of geology and botany to be a 
part of any building plans relating to the immediate future. 

(d) Larger utilization of the physics building. 

34. At the State college : 

(a) The early construction of a library and an auditorium. 

35. A definite survey of the effective use of present building facili- 
ties along lines suggested in this report. 

COST OF BUILDINGS. 

36. An annual allowance of 2 per cent of the cost of buildings for 
repairs and renewals of furniture. 

37. The replacement of worn-out or antiquated buildings by mod- 
ern structures of the same capacity. 

38. The realization of the necessity of appropriating $75,000 or 
$80,000 worth of buildings to provide for every addition of 100 to 
the average attendance after the limit of the utilization of the pres- 
ent space has been reached. 

PHYSICAL EDUCATION OF WOMEN. 

39. The appointment of a regular woman physician at each of the 
three State institutions to supervise the physical training and the 
health of women students. 

WORK AND SALARIES OF INSTRUCTORS. 

40. The establishment of $2,000 as the average salary for a depart- 
ment. 

41. The general reduction of the number of one and two hour 
courses, especially in elementary work and in the first half of the 
college course, at the State university and the State college. 



140 STATE HIGHEE INSTITUTIONS OF IOWA. 

42. The reduction of the number of small classes (10 or under) at 
all three institutions. 

43. More even distribution of teaching loads to reduce the number 
of large classes (30 or more) at all three institutions. 

44. The employment of several additional instructors (the number 
to be determined by the number of student-clock-hours to be carried) 
at the State teachers college. 

45. The provision of a greater number of courses of less than five 
hours a week (three-hour courses are suggested) at the State teachers 
college. 

STATE AND INSTITUTIONAL ADMINISTRATION. 

46. The readjustment of the official relationships between the office 
of the State superintendent of public instruction and the State board 
of education. 

47. The inclusion of the president of the State college of agricul- 
ture and mechanic arts in the membership of the board of educational 
examiners. 

48. The strict definition of the powers and functions of the finance 
committee. 

49. The inclusion of the presidents of the State higher institutions 
ex officio in the membership of the State board of education, without 
power to vote. 

50. A larger measure of faculty responsibility and a decrease of 
departmental autonomy at the State university. 

51. The closer correlation of cognate departments in the practice 
school and in the academic divisions of the State teachers college. 

52. The temporary discontinuance of football (and perhaps base- 
ball) games between the State university and the State college of 
agriculture and mechanic arts. 



APPENDIX A. 

DISCUSSION OF CERTAIN DEPARTMENTS OF IOWA STATE 

COLLEGE. 



CHEMISTRY. 



As a reinforcement of the judgment of the commission with respect to the 
development of the department of chemistry at the Iowa State College, com- 
parison is made between the announcement of courses in chemistry by the 
college and similar announcements by the University of Wisconsin and the 
University of Illinois. In the latter institutions it should be noted that the 
department of chemistry is not merely a service department, meeting the 
instructional and investigational needs of the colleges of agriculture and 
engineering and allied experimental work. These institutions have developed 
strong advanced and graduate courses in general, theoretical, analytical, and 
applied chemistry, courses such as would be expected in a unified institution 
embracing a college of liberal arts and sciences, as well as colleges of agricul- 
ture and engineering, and also a great graduate school, in which the depart* 
ment of chemistry is a major factor. The announcements of the department 
of chemistry in the Iowa State College cover 109 different courses, each having 
a number. They represent at least 320 semester hours, after excluding 17 
courses for which no credit hours are specified ; 14 courses out of these 17 are 
" research " courses. Of the 109 courses, 8 are substantially four duplicate sets 
of two-semester courses, covering approximately the same ground, but having 
slightly varied credits to fit into curricula leading to different degrees. 

The corresponding announcements in chemistry in the University of Wis- 
consin in 1914-15 comprised about 114 courses, and in the University of Illinois 
about 88 courses, of which 36 were for graduates only. The total number of 
semester hours represented by the 88 courses at Illinois was about 273. Each 
semester's work at Illinois and Wisconsin has been computed as a separate 
course, even if announced in the catalogue as a year course with a single 
number. 

In the announcements of the department of chemistry of the Iowa State 
College no hint is given as to how many of the 109 courses are given in alter- 
nate years or in sequence, or how many of them have not been given at all; 
nor is it quite clear how far the different courses overlap. The announcements 
give the impression of a symmetrical development. The following tabulation of 
the instructional staff of the three institutions under discussion is illuminating : 



Number of instructors. 





Iowa State 
College. 


University 
of Illinois. 


University 

of 
Wisconsin. 




2 
5 


6 


6 




2 


Assistant professors 


4 

3 
8 
19 
19 


6 


Associates 






Instructors 


7 
10 


13 




21 


Graduate assistants 




Lecturers 




G 











141 



142 STATE HIGHER INSTITUTIONS OF IOWA. 

It needs no argument to show that a staff of 2 professors, 1 of whom is on 
leave of absence, 5 associate professors, 1 of whom is on leave of absence, 7 in- 
structors, and 10 assistants, of whom some are graduate students in the depart- 
ment, can not give every year 109 courses, involving more than 320 semester 
hours. Any endeavor to give a large proportion of these courses every year 
would certainly lead to a lowering of the grade of instruction through over- 
loading of instructors. 

MODERN LANGUAGES. 

The department of modern languages offers instruction in French, German, 
and Spanish, aiming at " the selection of material to be used in the study of 
languages, so that they will be helpful to the student in the pursuit of the 
technical subjects which make up the main body of his work." In French 
8 courses are offered, with a total of 23 semester hours, or if alternatives in 
advanced French prose be considered, 29 hours. Of this, 8 or 10 hours con- 
stitute work in elementary French, of which 6 hours are devoted to scientific 
French, with " selected readings in physics, chemistry, geology, and mineral- 
ogy." The purpose in giving 6 or 12 hours in advanced French prose, as an- 
nounced above, is not quite clear, however, in view of the fact that so few 
high schools in the Middle West enable students to secure enough hours in 
that subject for admission, so that they could take advanced French in their 
freshman and sophomore years. Courses in Spanish, which are now considered 
important for engineers, number 4, with a total of 16 hours, of which 6 or 10 
belong to elementary Spanish. 

In German 20 different courses are announced, covering a maximum credit 
of 62 semester hours, of which 10 hours are in elementary courses for begin- 
ners and 6 for students who have had one year of high-school German. One 
course is for students in botany, bacteriology, chemistry, etc., 6 hours for the 
year ; another having the same prerequisites and the same credit value is 
made up of "readings" in physics (such topics as sound, heat, light, and 
electricity), chemistry, geology, and mineralogy. A third is given in advanced 
German prose, a fourth in Goethe's " Faust," and a German " seminar " is de- 
voted to some phases of Goethe's work. When compared with the modest 
offerings in Spanish and in French, the offerings in German appear some- 
what excessive, especially when it is stated that only 5 students from home 
economics and industrial science constitute one of these advanced classes. In 
this connection it is to be noted that the Iowa State College offers a total of 
62 semester hours in German as a service department, and the State University 
of Iowa offers 88 semester hours, exclusive of courses for graduate students 
only, but including a considerable number of advanced undergraduate courses 
designed to prepare students for strictly graduate work. The latter includes 
also courses which are given in alternate years, of which in 1914-15 there 
were 6 hours. These figures, of course, have little to do with the total number 
of students registered or the number of instructors required. Quite possibly 
the number of such students in the courses in the freshman and sophomore 
years is already greater at the State college than at the State university, 
but in these cases the larger number of students would be taking their work in 
sections of a single course instead of courses of different grades or different 
content. 



APPENDIX. 143 

MATHEMATICS. 

The department of mathematics is one of the large service departments, and 
has a departmental staff, perhaps the largest in the State. It is estimated 
that nearly 80 per cent of all the students in Iowa State college pursue some 
course or courses in mathematics. In its capacity as a service department, it 
must offer more advanced courses than the department of English in order to 
support the advanced technical courses in physics and engineering. A stu- 
dent, however, may major in mathematics in the course in industrial science, 
and in that case he takes a total of 36 to 41 hours in the department. The 
department announces 13 courses for undergraduates, 19 for undergraduates 
and graduates, and 5 for graduates only. The announcement of 25 of these 
courses follows this note : " Mathematics 48, or any subject following 48 al- 
though taught regularly but once in two years, will be given at any time when 
there is sufficient demand to justify the formation of a class " ; 11 of the 25 
were not offered in 1915-16. 

The courses thus developed in the department of mathematics include, first, 
the usual required work in algebra, trigonometry, analytical geometry, and 
calculus, and then a diversified group of advanced courses comparable with 
those offered by any department of mathematics in a liberal arts college ; 
advanced integral calculus, theory of the functions of a complex variable, 
projective geometry, infinite series, vector analysis. Special courses for the 
assistance of engineers are higher mathematics for electrical engineers, 3 
hours ; advanced dynamics, 6 hours ; differential equations of mathematical 
physics, 3 hours ; and an introduction to the mathematical theory of electricity 
and magnetism, 3 or 4 hours. A course of questionable propriety in this in- 
stitution is "Mathematics as applied to social and economic problems, prob- 
ability, finite differences, adjustment and use of mortality tables, annuities, 
life insurance and investments, and such other subjects as are adapted to the 
needs of those taking the subject." In this connection it is interesting to 
note that the offerings in the department of mathematics are more extensive 
and specialized than those to be found in such great engineering schools as 
Stevens Institute of Technology, and in Rensselaer Polytechnic Institute, which 
gives not only the usual undergraduate curricula in civil, electrical, and me- 
chanical engineering, but offers graduate curricula leading to master's and 
doctor's degrees in engineering and science. The commission is of the opinion 
that the offerings of this department are more than sufficient for the needs of 
the college, even when the advanced work is given due weight. With a staff 
so large as this department has, opportunity should be given to the members 
to continue productive study even though they do not offer a great variety of 
advanced and graduate courses in mathematical specialties. The fact that 
these advanced courses are elected by but few students, or that some of them 
are given only in alternate years, does not affect the principle involved. 

PHYSICS. 

An illustration of what looks like a tendency to announce a group of gradu- 
ate courses in advance of any large demonstrated demand is found in the 
department of physics, in which a student in the division of industrial science 
may also major. Without discussing the announcement of several courses witli 
substantially the same content, though with varying credit, for example, " 617. 
Physical Laboratory. Credit 2," and " 615. Physical Laboratory. Similar to 



144 STATE HIGHEE INSTITUTIONS OF IOWA. 

617. Credit 1," attention is called to the following announcement of eight 
courses : 

850. Thesis. 

1041. Theory of heat. 

1042. Wave motion and sound. 

1043. Theory of light. 

1044. Theory of electricity and magnetism. 

1045. Research. 

1046. Research. 

1047. Physics seminar. 

The amount of laboratory work and the number of recitations in studies 

1041 and 1047 to be arranged. 

Here it should be pointed out again that the State does not need two research 

laboratories of physics, unless they are so definitely differentiated that the 

enormously expensive apparatus for the best results in physical investigation 

need not be duplicated in any considerable measure. 

ZOOLOGY. 

The department of zoology is an interesting and significant example of a real 
service department, which in its announcements holds close to the purposes of 
a service department, at the same time including a wide range of courses which 
buttress the major interests of agriculture and home economics. It offers 20 
courses for undergraduates, 10 for undergraduates and graduates, and 1 for 
graduates only; 14 of these are really courses in entomology, which in some 
institutions is constituted as a separate department. Students who wish to make 
zoology their major in the curriculum in industrial science have opportunity 
to specialize within this major in morphology, embryology, physiology, and 
entomology. The department might very well be encouraged to expand its 
courses in entomology, for example, " 42-43. Research in entomology," giving a 
total of eight semester hours, into a graduate course proper, so closely is the 
work of entomology, and more particularly economic entomology, connected 
with the problems of a college of agriculture. The increasing importance of 
entomology as a field of scientific investigation and expert administration in 
the State may lead to the appointment of a State entomologist or to an ento- 
mological survey. The center of operations of such an office ought to be the 
State college. Just as the advanced and research work in geology should be 
placed at the State university, the advanced and research work in entomology 
should be developed at the State college, with prompt interchange of students 
and younger members of the faculty who develop talents in one direction or 
the other. 

The one course for graduates only announced by the department, " Neurology, 
the comparative morphology and vertebrate nervous system, especially the 
physical anatomy, of the human brain," does not belong in the curriculum of 
the State college and clearly parallels a course or courses given in the State 
university in comparative neurology, b<5th in the nonprofessional courses and 
in the college of medicine. This development of a graduate course at the State 
college probably represents the individual preference and strength of a pro- 
fessor, rather than a judiciously determined need of the department or the 
college. 



APPENDIX B. 

EXTENSION WORK. 



AT THE UNIVERSITY OF IOWA. 

From the earliest days members of the staff of the University of Iowa have 
given lectures and courses of lectures in various parts of the State on the 
subject matter in which they are specialists. This type of extension work, 
representing a number of the departments of instruction, is still continued, but 
without an organized plan. 

The present extension enterprise of the university is Imown as the exten- 
sion division. It is of about two years'- standing. The first year the appro- 
priation for this work by the State was $15,000 and for the year 1915-16 it is 
$17,000. The appropriation act specifically mentions " University extension 
work," but does not define it. 

The extension enterprise is not an organic part of the university in the 
sense of representing the different departments of research and instruction. 
It is organized separately, the responsible officer is known as the director, and 
he does not have a seat in the university faculty. The organization calls for 
eight in the staff for the current year, although two places are for the present 
unfilled and three of the persons give only part time. The salary budget for 
the year is $12,940. 

The extension division reports directly to the president of the university. 
Its relations with the departments of the institution are purely advisory so far 
as the extension division is concerned, and the cooperation is voluntary on the 
part of the members of the university staff. Some members of the division 
have given instruction to university students during the year. No fees or com- 
pensation for services are given to any members of the university staff when 
they are absent on extension business, but their expenses are paid from the 
extension fund. The regular departments or enterprises of the university re- 
ceive no allotment of funds from the extension division with the single excep- 
tion that an annual appropriation of $800 is at present set aside to meet the pay 
roll of the Lakeside Laboratory, on Lake Okobji, in the northern part of the 
State. This laboratory has been in existence a number^ of years as a specialized 
study center for extension work in botany and related subjects. This allotment 
of $800 does not cover all the expense of the laboratory. 

The special staff for the extension division, aside from the director, is a 
specialist in business administration, one in educational service, one in debat- 
ing and public speaking, one in accounting, one in social service, and one in 
social welfare. Most of tr esse persons bear the title of instructor. The division 
is organized into bureaus, which are essentially projects or departments of work 
rather than separate secondary organizations. The general purpose of the ex- 
tension division is to be of service to the people of the State, particularly to 
municipalities and to business interests in them, in the way of making surveys, 
41817°— 16 10 145 



146 STATE HIGHER INSTITUTIONS OF IOWA. 

giving advice, and in the holding of meetings and conventions. The enterprises 
or projects are as follows: 

Municipal information ; 
Social welfare; 
Child welfare; 
Educational service; 
Business administration ; 
Accounting for retailers; 
Debating and public speaking; 
Lectures ; 

Training camp for camp-fire guardians. 

Correspondence courses for college credit are in contemplation, but are not 
yet definitely organized. 

Aside from the staff of the extension division itself, about two dozen members 
of the university staff have gone into the field by arrangement with the divi- 
sion. The extension division feels itself at liberty to call on others, when 
occasion may arise, for their services. None of the officers is under obligation 
to partake, but the director reports the best spirit of cooperation on the part 
of the university membership. This cooperation may be in the nature of lec- 
tures or the conducting of more or less definite convention work, the making of 
special studies in localities, or undertaking research surveys. 

The object of the work of municipal information is to collect and to dissemi- 
nate facts on the many phases of city, town, and village life in Iowa. The 
division meets the inquiries of municipal officers, voluntary organizations, com- 
mercial clubs, and individuals, with information on such problems as municipal 
government and administration, public utilities, town and city planning, adver- 
tising, business organization and methods, street improvement, transportation, 
public service rates, sewage, sanitation, and municipal accounting. 

The project known as business administration is distinct from the above, 
inasmuch as it deals with retail merchants rather than with municipalities or 
those representing municipal problems. The service is rendered directly to 
retailers and also to organizations of retailers who desire to be advised as to 
the best method of procedure to enable them to assist themselves in their 
business administration and in methods of cost accounting. 

The bureau or project of accounting for retailers concerns itself chiefly with 
the installation of definite accounting systems in the stores or establishments. 
It is reported that several of the large firms in the State have taken advan- 
tage of the opportunity to secure advice as to better ways of keeping accounts. 

The above descriptions of the bureaus or divisions of the work are sufficient 
to explain the general character of the other enterprises. These enterprises 
operate largely through organizations of various kinds in the towns and cities 
and are likely to result in conventions and in some cases in the publication of a 
bulletin setting forth the best experience on a given subject of inquiry. As 
illustrations of the kinds of meetings and conventions that have been held, the 
following may be mentioned : Winter short course in merchandising, under the 
auspices of the Sioux City Commercial Club ; part of the program at Dubuque 
of the Iowa State Retail Merchants' Association and short course in retailing; 
short course in Burlington in retail merchandising ; conference at Iowa City on 
supervision for city superintendents, county superintendents, high-school prin- 
cipals, grade principals, and other supervisors; conference of commercial club 
secretaries at Iowa City ; conference of Iowa Latin teachers at Iowa City ; an 
annual day at Iowa City ; a municipal lighting day at Iowa City ; cooperation 
in the extension of Y. M. C. A. courses in the localities. If the local organiza- 
tion under which the meetings are held has finances sufficient, it may pay all 
necessary traveling expenses. The extension division carries the expense 



APPENDIX. 147 

necessary to organize the programs in case of such meetings as business insti- 
tutes, short courses, and the like. About 260 meetings have been held during 
the past year. 

An important part of the extension enterprise is represented in the loan 
collection of lantern slides. There are several hundred of these slides, which 
are loaned to high schools. The schools are not charged for use of the slides, 
the teacher or the schools paying only the express charges both ways and being 
responsible for broken slides. These slides represent objects and methods in 
the teaching of botany, geography, physical geography, German, Greek history, 
Latin. 

The extension division has issued 12 bulletins as follows : No. 1, " Street 
Lighting," by A. H. Ford ; No. 2, " Rate Making for Public Utilities," by Wm. G. 
Raymond ; No. 3, " Engineering as a Profession," by Wm. G. Raymond ; No. 4, 
" Store Lighting," by Arthur H. Ford ; No. 5, " Economy of Time in Arithmetic," 
by Walter A. Jessup ; No. 6, " Vocational Guidance in High Schools," by Ervin 
Eugene Lewis ; No. 7, " Ninth Annual Announcement of the Iowa High School 
Debating League," edited by O. E. Klingaman ; No. 8, " Water Works Statistics 
of Thirty-eight Cities of Iowa,, with the Meter Rates of Seventy Cities," by 
John H. Dunlap ; No. 9, " Work, Wages, and Schooling of Eight Hundred Iowa 
Boys in Relation to the Problems of Vocational Guidance," by Ervin E. Lewis ; 
No. 10, " Principles of Advertising," by Philip J. Sodergren ; No. 11, " Hygienic 
Conditions in Iowa Schools," by Irving King ; No. 12, " Tenth Annual Announce- 
ment of the Iowa High School Debating League," edited by O. E. Klingaman. 

AT THE IOWA STATE COLLEGE OF AGRICULTURE AND MECHANIC 

ARTS. 

At Ames, extension work has assumed very large proportions, because it is 
founded on acts of the legislature of nearly 10 years' standing, because it 
receives the benefits of the Smith-Lever fund appropriated by Congress, and 
in part because of the character and intention of agricultural-college work in 
general. Two separate lines of extension enterprise issue from the institution, 
each under its distinct and separate organization. One is extension in agricul- 
ture and home economics and the other in engineering. 

1. AGRICULTURE AND HOME ECONOMICS. 

The extension of the results of experiment-station work, as well as of the 
teaching, is an enterprise of many years' operation. The legislature of 1906 
authorized or defined the extension work, and the following year the statute 
was modified. In the former year the sum of $15,000 was appropriated for the 
work and in the latter year the sum was $27,000. The general purpose of the 
work aSi defined by the law and as practiced by the college is to extend to the 
people of the State the knowledge that is gained by the institution in its 
experimental and research work, and to make its teaching staff and organiza- 
tion of use to its constituency throughout the Commonwealth. Tests are made 
in different parts of the State, demonstrations are held, and instruction is 
given in corn judging and stock judging at the agricultural fairs, institutes, and 
clubs; farm bureau organizations are maintained; general application of the 
knowledge and advice accumulated at the institution is made to the farms 
and homes of the State. 

The agricultural extension is organized in a separate department, reporting 
directly to the president through its director. The director of extension has 



148 STATE HIGHER INSTITUTIONS OF IOWA. 

charge of the administration and organization of the various lines of extension 
work, receives reports from all members of the extension staff, and is himself 
part of the time in the field. There is a secretary of agricultural extension who 
does no field work, but has charge of the office force and makes the speaking, 
demonstration, and organization dates for the members of the extension depart- 
ment. Comprised in the staff of the department is a State leader of county 
agents, a State leader of boys' and girls' club work, a supervisor of correspond- 
ence courses, a State leader of dairy farming extension, a State leader of 
creamery extension work, together with such helpers as may be necessary. 

The teachers giving the subject matter work throughout the State are mem- 
bers of the various college departments, receiving their instructions as to scien- 
tific data from the head of the department, but being under the administration 
of the extension director so far as appointments, dates, traveling, and salaries 
are concerned. Conferences between the various subject-matter departments in 
the college and the director or staff of the extension department tend to solidify 
the work and to bring all forces into close cooperation. The total extension 
staff, comprising the officers of the extension department and the extension 
teachers in the different departments or divisions of the college, numbers more 
than 50 persons. The subjects represented are animal and poultry husbandry, 
farm crops and soils, horticulture, veterinary medicine, agricultural engineering, 
agricultural education, rural sociology, home economics. 

Cooperative extension work in agriculture and home economics is under the 
general oversight of the United States Department of Agriculture, under the 
terms of the Smith-Lever Act. The allotments of funds, by projects, for co- 
operative agricultural extension work for the fiscal year 1915-16 in all the States 
are published in the Weekly News Letters of the United States Department of 
Agriculture for November, 1915. The allotments for Iowa are as follows, arising 
from Federal, State, and local funds: 

Total, $229,878 ; administration, $19,058 ; publications, $71,974 ; county agents,^ 
$47,210 ; home demonstration, $30,000 ; movable schools, $40,643 ; boys' club work. " 
$13,482 ; live stock, $14,483 ; poultry, $2,250 ; dairying, $8,180 ; agronomy, $11,875 
horticulture, $3,000 ; agricultural engineering, $3,675 ; farm management, $3,650 
rural organization, $1,600; other projects, $22,798. 

The projects of the agricultural extension department at Ames as planned for 
the year July 1, 1915, to June 30, 1916, are as follows : 

No. 1. Administration. 

No. 1-A. Printing and distribution of publications. 

No. 2. County agent work. 

No. 3. Home economics or home demonstration work. 

No. 4. Movable schools. 

No. 5. Boys' and girls' club work. 

No. 6. Pomology demonstration work. 

No. 7. Truck crops demonstration work. 

No. 8. Farm crops demonstration work. 

No. 9. Prevention of animal diseases. 

No. 10. Dairy farming extension work. 

No. 11. Creamery extension work. 

No. 12. Farm management demonstration work. 

No. 13. Animal husbandry demonstration work. 

No. 14. Poultry demonstration work. 

No. 15. Farm crops and soils demonstration work. 

No. 16. Agriculture in schools. 

No. 17. Landscape gardening demonstration work. 

No. 18. Correspondence courses. 

No. 19. Agricultural engineering extension work. 

No. 20. Rural social welfare. 



APPENDIX. 149 

2. ENGINEERING EXTENSION. 

. The extension enterprise in engineering at the Iowa State College is separate 
and distinct from the other extension work of the institution, being organized 
under its own directing officer, who is responsible to the president of the insti- 
tution. This is entirely a college enterprise, being supported by appropria- 
tions that are made to the institution by the State and receiving none of the 
Smith-Lever fund. The sum of $25,000 is used annually in the work. The 
regular staff comprises 8 persons, together with more than 20 local instructors 
who live at various points in the State. Aside from these are professors and 
associate professors in the college department of engineering who are engaged 
in extension enterprises. The engineering extension is coordinate with the 
agricultural extension and has much the same kind of organization, although 
dealing with a different line of problems. The engineering matters that relate 
particularly to the agricultural occupations are handled by the department of 
agricultural extension, inasmuch as they are not professional or are not taught 
from the point of view of the industrial classes. 

The purpose of the engineering extension is to aid and instruct engineers, 
mechanics, supervisors of industrial concerns, and to be of service to munici- 
palities desiring engineering advice. 

The engineering extension is now projected into nine fields or lines of work, 
as follows : 

' 1. The two-year vocational course at the college at Ames, for electricians, 
stationary engineers, mechanical draftsmen, and building superintendents. It 
is the purpose in this division to prepare the student definitely for the indus- 
tries rather than to give the equivalent of a high-school or manual-training 
course. In this two-year work 6 men enrolled in 1913 ; 41 enrolled in 1914 ; in 
the fall of 1915 about 45 men entered. A certificate is given for this course, 
three being awarded in June, 1915. 

2. Correspondence and class study at points outside the college. About 600 
correspondents and class students in courses requiring from three months to two 
years for completion had been enrolled up to July, 1915. Industrial courses 
have been established in a number of the cities of the State, and the depart- 
ment has assisted in promoting and teaching industrial classes in other places. 
It has organized factory schools, courses for engineers and shopmen, and 
courses about the State in shop drawing, sheet-metal drawing, carpenter's 
drawing, cement products, and carpenter's arithmetic. Correspondence stu- 
dents are also accepted under certain conditions. All these courses are held 
in connection with an organization in the locality that is able to take care of 
the arrangements and to finance the enterprise. 

3. Lecture work on technical and industrial subjects before conventions, labor 
unions, engineering societies, schools, and other bodies. About 82 such lectures 
already have been given, practically all of them by members of the extension 
staff, 

4. Short courses for tradesmen were begun in 1913-14 by the holding of a 
course for painters, an enterprise that was continued the following year and 
which is now a permanent feature of the engineering extension work required 
by the master painters' association. Courses are also held for telephone opera- 
tors, for telephone plant men, and for plumbers, steam fitters, janitors, and 
firemen. 

5. The publication of bulletins in cooperation with the agricultural exten- 
sion department, four of which have now been issued on manual training for 
rural schools. Technical bulletins have been published on street lighting, street 



150 STATE HIGHER INSTITUTIONS OF IOWA. 

oiling, garbage disposal, automobile topics, and also one giving a list of 
practical books. 

6. Automobile institutes were held in 27 towns in the State in 1914, said 
to be the first work of its kind in the Union. 

7. Manual training for rural school teachers under a regular instructor, and 
in cooperation with the agricultural extension department. This work is cor- 
related with the lines discussed in the bulletins on manual training. 

8. A technical service bureau has been organized to give aid to municipali- 
ties on the various subjects about which they inquire or on developments that 
they may be considering. This service is rendered mostly by means of talks 
by practical men before representative bodies or organizations in the various 
municipalities. These talks or demonstrations have covered the subjects of 
roads and pavements, electric lighting, sewers and sewage disposal, water sup- 
ply, and refuse collection and disposal. 

9. Moving-picture films. A set of ten moving-picture films has been used 
the present year in the schools for educational purposes, showing the methods 
in use in various industrial occupations and establishments, together with 
suggestions for their improvement. The success of this service has warranted 
larger appropriations, and it is now being considerably extended. 

At the time of the visit of the commission, class work was being conducted 
in 14 cities and towns in the State, with a total of 409 registrations. These 
classes continue throughout the winter. Students taking work by correspond- 
ence alone numbered 15. In the classes meeting in the different centers for 
manual training, the attendance of teachers is 17 to 25. Classes meet every 
Saturday. 

AT THE IOWA STATE TEACHERS COLLEGE. 

The extension enterprise issuing from the State Teachers College is definitely 
and concretely for the purpose of supplementing the previous training of 
teachers. Study centers are organized in the localities, usually in a high-school 
building, and under the direction of the county superintendent of schools. 
These meetings are held on Saturdays, and comprise sessions in forenoon and 
afternoon combined of about four hours. The study center may continue its 
meetings on some of the Saturdays throughout the entire school year. 

The extension effort of the Iowa State Teachers College is two years old, 
having started in December, 1913. In the years 1913-14 and 1914-15 the work 
was supported entirely by counties or localities. The State has now made 
an appropriation of $19,750 to cover both the per diem or salary of the in- 
structors and the expenses. 

The organization at Cedar Falls is known as the extension department of the 
Iowa State Teachers College, under the directorship of the head of the depart- 
ment of education, who reports directly to the president of the college. There 
is an assistant director. The heads of the subject-matter departments in the 
college are called on for this Saturday work in the outside localities. Aside 
from this, local teachers specially well qualified are secured, and at the time 
of the visit of the commission 39 of these outside teachers were under employ- 
ment. City superintendents and other persons who are specialists in certain 
subject matter are drafted into the work. 

The study centers in the localities are of different grades and degrees of 
efficiency. Some of them are at first in the nature of demonstration centers, to 
explain to the teachers the importance of the work and the necessity of con- 
stantly adding to their professional preparation. In 94 of the 99 courses, study 



APPENDIX. 151 

center work has been undertaken. In some cases there is only one study center 
in the county, particularly when there is one important railroad point where 
the teachers may easily assemble from parts of the county. In other counties 
there may be as many as four centers. Each center holds from 2 to 10 meet- 
ings in each year, averaging about 5. The number of teachers enrolled in these 
study centers to November 1, 1915, was 5,051. 

Aside from these county centers, an intensive type of work is conducted on 
what is called the district-center plan. These represent smaller units, some- 
times four or five in a county. The work is carried farther and in greater de- 
tail and if possible made more applicable to local conditions than in the county 
study centers. In 8 or 10 counties these district study centers are now or- 
ganized. These district study centers are administered in the same way as 
the county study centers, and with the same type of local organization ; they 
differ in their more intensive teaching. 

The subject matter in the study centers of both kinds comprises the usual 
subjects in the school curriculum. Now that the law requires the teaching of 
agriculture and home economics in the schools, the demand on the part of the 
teachers for instruction in these subjects is naturally strong. 

Inasmuch as the extension work issuing from the State Teachers College 
is designed only for teachers and to aid them directly in their school work, 
there is no conflict or duplication with other extension work in the State. At 
the State teachers institutes and other meetings, members of the extension 
staff of the State College of Agriculture and Mechanic Arts may give instruc- 
tion in agriculture and home economics, and that institution also organizes 
boys' and girls' clubs and prosecutes other work that may have more or less 
direct relation to the efficiency of the schools; but that enterprise is not de- 
signed for professional work with teachers, and therefore the two enterprises 
proceed along their independent lines. 

Under certain conditions, the teachers attending a study center may receive 
credit of one-half to one point in the State teachers college. The attendance 
on these study centers is not obligatory on the part of any teacher, but in 
practice nearly all the teachers of the county attend. It naturally gives them 
better chances for promotion and increases their efficiency in the schools. 

Although covering practically the entire State, this extension work is really 
in its initial or formative stage. It is to be expected that very shortly it will 
become a more integral part of the work of the college, employing more persons 
both at the college and in the localities, and result in more definite credit to 
teachers who enroll as students, and count more specifically toward the securing 
or the renewing of the teachers' certificates. Already about 50 persons in the 
staff of the college are cooperating in these Saturday extension activities, and 
about an equal number from outside are also taking part as leaders, teachers, 
or organizers. When the work matures and assumes its full volume, it is prob- 
able that other days than Saturday will have to be given to it, and this may 
mean either a shift in the curriculum of the college, or else the employment of 
a larger staff and with some arrangement whereby this staff may be employed 
the other days either in teaching at the college itself or in various kinds of 
follow-up work in the State. The extension enterprise can not then be carried 
as extra duty on the part of the teachers, either in justice to the extension or 
to the regular teaching in the institution. The burden is now too heavy on the 
regular staff. 

If this enlarged and solidified extension enterprise develops, it will be neces- 
sary to have some other arrangement on the part of the school system itself 
whereby teachers may be excused, with pay, for certain days or periods on 



152 STATE HIGHER INSTITUTIONS OF IOWA. 

condition that they enroll and take part in a study-center or similar extension 
enterprise. In such an eventuality, which seems to follow logically from the 
situation, a large piece of educational organization will be required. 

A regular system of college credits will also need to be devised. At present 
the conditions for receiving credit for college study center work are: (1) 
Thirty hours of class instruction for a whole credit, to be applied on the 120 
hours required for graduation from the college, with (2) an additional 30 
hours of home work, to be planned and assigned by the instructor in charge 
of the study center, and (3) a satisfactory examination on the work that has 
been covered. One-half credit may be secured for half of the above work. No 
teachers are enrolled for credit unless they have met all the conditions for 
college entrance. The conditions for receiving one-half credit in didactics, to 
apply on the rural-teachers' course or the normal course in teachers' college 
in the district studs'- center work, are as follows: (1) Attendance on a dis- 
trict study center meeting for 16 hours of instruction; (2) presentation of one 
paper on some subject assigned by the local leader; (3) an examination on 
the book that is used as a text in the district study center course. These re- 
quirements and privileges suggest a considerable enlargement of the credit 
system if the professional extension work with the teachers should grow to 
meet the evident needs of the teachers of the State. 

The commission commends this effort to provide extension teaching to aid 
the teachers of the State and recommends that larger appropriations be made 
for it to teachers' college, with a definite State-wide policy which shall have 
organic connection with the school system. 



APPENDIX C. 

THE HOUSING OF WOMEN STUDENTS. 

Under the general authorization given by the board to discuss any matters 
which might, in its judgment, bear upon the welfare of the three State insti- 
tutions, the commission takes the liberty of offering a few brief observations, 
without specific recommendations, on the housing of women students. The 
suggestions, which follow, are submitted rather as a summary of what appears 
to be the best current practice and as a tentative program for the consider- 
ation of the board than with the intention of criticizing adversely existing 
conditions. 

Those in control of colleges and universities are manifesting a growing sense 
of responsibility for the moral and physical welfare of the rapidly increasing 
number of young women who go from the protection and care of their homes 
into coeducational institutions. To leave hundreds of young girls recently 
out of the high school, who are separated from parental influences for the 
first time, absolutely to their own devices in the conduct of their lives is now 
commonly regarded as a questionable practice. To intrust their physical well- 
being to uninterested boarding-house keepers is not less unwise. The girl 
entering college is in need of something more than intellectual training, suffi- 
cient housing, and adequate food. She requires social guidance and assistance 
in the establishment of character ideals. These can best be given in properly 
supervised dormitories. 

The commission therefore commends the efforts of the State board of 
education to provide dormitories for the young women in the State educational 
institutions. There are now excellent dormitories at each of the schools, but 
all three need additional structures for the accommodation of young women. 
The immediate end which the commission believes the State should seek to 
attain in the institutional housing of women students might be stated as 
follows : There should be enough room so that the freshmen women may be 
cared for, with 10 per cent excess room for the accommodation of upper-class 
women. All first-year women, not living with relatives or friends, should be 
required to live in the dormitories. The surplus accommodation just men- 
tioned permits of the retention in the dormitories of a certain number of 
mature students, by which arrangement the maintenance of a stable house 
government is furthered. 

It is the opinion of the commission that large dormitories, housing from 100 
to 150 women, directed by one preceptress, present certain social disadvantages. 
Since the rooms occupied by the young women are study rooms as well as 
sleeping apartments, the grouping of large numbers of students together in one 
dormitory renders it difficult, .if not impossible, to insure quiet. No matter 
what is decided upon as the best exterior effect, it is suggested that dormitory 
structures should have an interior arrangement in which the maximum accom- 
modation in one section does not exceed 60. Provision should be made in each 
new dormitory constructed for evening games a. ." dar.cing in the hour of 
recreation and relaxation immediately after supper. 

It is entirely feasible to cook for all the women students c e institution in 
one adequately equipped kitchen, but it is believed tha ': thei :* is a gain in the 

153 



154 STATE HIGHER. INSTITUTIONS OF IOWA. 

conditions of social intercourse if the number dining together is restricted to 
the above-mentioned maximum of 60. The cafeteria plan of feeding students 
may be economical. The commission favors the table of a well-administered 
dormitory, however, as more nearly approximating family conditions. Par- 
ticularly as a boarding place for women students, the cafeteria has one very 
objectionable feature, namely, that the decision as to the amount .of food to be 
purchased is left to the customer. Under these circumstances women students, 
out of caprice or because of the desire to economize, are likely to underfeed 
themselves. The commission thinks that an advisory relationship between the 
food-service department and the home-economics department should be estab- 
lished at each institution to make sure that the food shall be nourishing and 
attractive as well as furnished at the minimum cost to the institution and the 
student. 

The commission is of the opinion that there should be systematic inspection 
and approval of the lodging quarters maintained at each institution. It sug- 
gests that the dean of women be authorized to exercise special supervision over 
the housing of women students in private residences, rooming houses, and 
sorority buildings, as well as in the institutional dormitories. In the perform- 
ance of this task she may find it desirable to hold weekly advisory meetings 
with the women in control of the houses. 

The question of rest rooms for women students has also been called to the 
commission's attention. Not infrequently a young woman must secure an hour's 
relaxation in a horizontal posture in order to be able to continue her class work. 
It may consume too much time if she goes to her room, and the fatigue of 
going and returning may offset the benefit gained. Indeed, if she reaches her 
own room she seldom returns until the next day. To meet these conditions the 
provision of rest rooms for women students, especially on the university campus, 
is advised. 



APPENDIX D. 

SUBSTANCE OF LETTER ADDRESSED TO THE EDITORS OF 
JOURNALS PUBLISHED IN THE STATE OF IOWA. 

At the request of the Iowa State Board of Education, the United States Com- 
missioner of Education has appointed a survey commission to make a report 
upon the conditions and needs of the three State-supported institutions of 
higher education in the State of Iowa. Among the questions suggested for the 
consideration of this commission is that of the extension of courses in journal- 
ism. In order to facilitate the investigation of this question, the survey commis- 
sion desires certain facts as to the services rendered hitherto by the Iowa 
colleges and college men to the journals of the State. The survey commission 
will, therefore, be especially grateful to you for information regarding two or 
three specific matters concerning the editorial and managerial staff of your 
publication. This, of course, excludes compositors or machine men, skilled 
laborers in binderies, stenographers, and bookkeepers. 

1. How many persons are employed in the editorial and business depart- 

ments ? 

2. How many of these are college men or women? 

3. How many of these are graduates of colleges or universities in the State 

of Iowa? 

4. Is there, in your judgment, a large and growing demand for men techni- 

cally trained in journalism as a profession comparable with the profes- 
sion of law or railroad management? 

155 



156 



STATE HIGHER INSTITUTIONS OF IOWA. 



■33 



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APPENDIX F. 

STUDENT CLOCK HOURS, SALARIES, EXPENDITURES. 



UNIVERSITY OF IOWA. 

BOTANY. 





Salary. 


Student clock hours. 


Instructors. 


First 
semester. 


Second 
semester. 


— , professor 


$2, 500 

2,400 

1,600 

900 

900 

800 


168 
315 
35 
38 
151 
41 


252 


, professor 


292 


, assistant professor 


131 




82 




125 




83 






Total '. 


9,100 
1,517 


748 
124 


963 




160 









Classes. 


Students in class. 




lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


Number of classes: 


12 
9 


6 
6 


4 
5 


4 
5 






2 







CHEMISTRY.i 



Instructors. 


Salary. 


Instructors. 


Salary. 




$3,000 
1,900 
1,800 
1,800 
1,200 
1,000 
1,000 
1,000 
1,000 




$600 






900 






500 






300 






100 






2 700 




Total (11J) 






16,100 






1,430 









Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


31 to 40 


59 to 67 


80 


114 


Number of classes: 

First semester 


10 
12 


8 
6 


1 


1 


1 

2 


1 


1 


Second semester 


1 











1 Total number of student clock hours, first semester, 1, 
age, 130. 

2 Not included in total. 

158 



average, 178; second semester, 1,466; aver- 



APPENDIX. 

EDUCATION. 



159 





Salary. 


Student clock hours. 


Instructors. 


First 
semester. 


Second 
semester. 


, dean ' 


$3, 500 
2,500 
1,800 
1,600 
2,200 
500 
!900 


142 
234 
152 
382 
132 
8 


144 


■ , professor 


160 




278 




378 


, associate professor 


82 




6 


, stenographer l 










Total (5J) 


12, 100 
2,300 


1,050 
200 


1,048 
200 









1 Not included in total. 
MODEL SCHOOL. 



Instructors. 


Salary. 


Instructors. 


Salary. 


, teacher 


$700 
600 
800 
80 
80 
80 
80 


, teacher 


$80 


, teacher 


', teacher 


80 






80 




, teacher 


80 


, teacher 


r, teacher 


80 




Total 






2,820 







ENGLISH. 



Instructors. 



Salary. 



Student clock hours. 



First 



Second 
semester. 



• , professor and dean . . . 

, assistant professor 

■ , assistant professor 

, assistant professor 

, assistant professor 

, assistant professor 

, instructor 

— , instructor 

, instructor 

, instructor 

, instructor 

, instructor 

,i (one-fourth time) 

Theme readers, 2 instructors. 
Office assistant 2 



Total (14i) , 
Average . . . 



$3, 500 
1,900 
1,900 
1,900 
1,900 
1,900 
1,200 
1,300 
1,000 
1,200 
1,200 
1,200 
300 
1,995 
2 300 



133 
401 
396 
370 
258 
355 
192 
345 
289 
197 
220 
248 



138 
397 
354 
386 
212 
275 
176 
329 
254 
193 
256 
310 
100 



22, 395 
1,580 



3,472 
243 



3,380 
237 



Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


51 to 65 


Number of classes: 


1 
1 


3 
5 


17 
21 


24 
23 


12 
10 


3 
1 


1 


Second semester 


3 







Head of department of English, Iowa City high school. 



2 Not included in total. 



160 



STATE HIGHER INSTITUTIONS OF IOWA. 
PUBLIC SPEAKING, 





Salary. 


Student clock hours. 


Instructors. 


First 
semester. 


Second 
semester. 




$1,650 
900 
100 


212 
270 


174 


, assistant 


286 












Total (3) 


2,650 
1,325 


482 
241 


460 




230 







Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


Number of classes: 


1 
2 


3 
3 


5 
2 


1 
2 


2 
2 


1 




1 







GEOLOGY. 



Instructors. 



-, professor 

-, professor 

-, assistant professor 

-, graduate student (one-third time) 
-, graduate student (one-third time) 
• , scholar (one-fifth time) 

Total (3H) 

Average 



Salary. 



$2,600 

2,100 

1,500 

500 

500 

150 



7,350 
1,900 



Student clock hours. 



First 
semester. 



231 
548 
353 
192 
163 
148 



Second 
semester. 



232 
647 
335 
235 
159 
84 



501 



Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


Number of classes: 


2 
2 


4 
5 


2 
3 


2 
3 


4 
4 


1 




2 







GERMAN. 



Instructors. 



Salary. 



Student clock hours. 



Fiist 
semester. 



Second 
semester. 



-, professor 

-, assistant professor. . 
-, assistant professor. . 
-, assistant professor. . 
-, assistant professor. . 

-, instructor 

, assistant (4 months) 
-, instructor 

Total 

Average 



$3,000 
1,650 
1,500 
1,650 
1,500 
1,200 
80 
1,200 



344 
375 
319 

488 
392 
468 



340 
325 
344 
302 

409 



347 



11, 700 
1,671 



2,733 
390 



2,306 
329 



APPENDIX. 

GERMAN— Continued. 



161 



Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


52 to 69 


Number of classes: 


1 
3 


5 
4 


9 
13 


13 
17 


10 
2 




1 




1 







GREEK. 







Salary. 


Student clock hours. 


Instructors. 


First 
semester. 


Second 
semester. 




$3,000 
400 
433 


77 
17 


151 




16 












Total (1£) 


3,400 


94 

71 


167 




125 








Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


30 to 40 


Number of classes: 


4 
4 


3 
4 


2 

1 




Second semester 


1 







Also manager of athletics, $1,900. 
HISTORY. 



Instructors. 




Student clock hours. 



First 
semester. 



Second 
semester. 



-, assistant professor and dean of women (one-fourth time) . 

-, professor and dean 

-, professor 

-, assistant professor 

- (one-fourth time) 

-, assistant (read notebooks) (one-fourth time) 

-, assistant (read notebooks) (one-fourth time) 

-, instructor 

Total (5) 

Average 



$3, 500 

2,100 

2,000 

300 

500 

200 

1,200 



40 

77 

154 

206 

15 



724 



9,800 
1,960 



1,216 
251 



34 

87 
172 
185 

52 



687 



1,217 
243 



Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


50 to 62 


Number of classes: 

First semester 


6 
5 


5 
3 


4 
7 


3 
2 


1 
2 


2 




2 







41817—16- 



-11 



162 



STATE HIGHEE INSTITUTIONS OP IOWA. 

LATIN. 





Salary. 


Student clock hours. 


Instructors. 


First 
semester. 


Second 
semester. 


, professor 


$3,000 
2,100 
1,500 


226 

82 
163 


202 


, professor 


84 


, assistant professor 


147 






Total (3) 


6,600 
2,200 


471 
157 


433 


Average 


144 









Classes. 


Students in class. 




lto5 


6 to 10 


11 to 20 


21 to 30 


Number of classes: 

First semester 


4 
4 


6 
6 


5 
6 


2 


Second semester 


1 







MATHEMATICS. 





Salary. 


Student clock hours. 


Instructors. 


First 
semester. 


Second 
semester. 




$3,000 
1,750 
1,750 
1,200 
1,200 
1,000 
1,200 
300 


112 
75 
276 
344 
375 
344 
290 
8 


121 




32 


, assistant professor 


204 




205 




212 




205 




250 




19 






Total (71) 


11,400 
1,580 


1,824 
253 


1,148 


Average 


159 









Classes. 


Students in class. 




lto5 


6 to 10 


11 to 20 


21 to 30 


Number of classes: 

First semester 


7 
9 


7 
8 


11 
11 


5 




2 







Sick second semester; others carried load. 2 Instructor in high school, full time. 

PHILOSOPHY AND PSYCHOLOGY. 





Instructors. 


Salary. 


Student clock hours. 




First 
semester. 


Second 
semester. 






$3,500 
2,500 
2,400 
1,600 
1,500 


447 
102 
165 
521 
192 


416 




- — , professor 


86 






200 






471 






170 




Total (5) 






11,500 
2,300 


1,377 
275 


1,343 
269 













APPENDIX. 

PHILOSOPHY AND PSYCHOLOGY— Continued. 



163 



Classes, 


Students in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


144 to 173 


Number of classes: 


5 
5 


4 
3 


4 
4 


2 
1 



1 


2 




2 







MILITARY TRAINING. 



Instructors. 


Salary. 


Instructors. 


Salary. 




$500 
500 




f500 


, assistant 


Band members 


460 









PHYSICAL TRAINING FOR MEN. 



Instructors. 


■ Salary. 


Instructors. 


Salary. 


, director 


$1,600 
100 
100 




$1, 200 


— ■ , assistant. . . , 




300 


, assistant 











PHYSICAL TRAINING FOR WOMEN. 



Instructors. 


Salary. 


Instructors. 


Salary. 


■ , director 


$1,500 
800 
600 




$300 


, assistant 


, medical examiner 


250 


, assistant 











PHYSICS. 



Instructors. 




-, professor 

-, assistant professor 

-, assistant professor 

-, instructor 

-, assistant (half time) 

-, assistant (half time) 

-, assistant (half time) 

-, mechanician i 

-, shop assistants * 

-, undergraduate assistant 
-, undergraduate assistant 
-, undergraduate assistant 

Total (6) ■ 

Average 



Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


69 


73 


111 


133 


Number of classes: 2 

First semester 


8 
10 


4 
4 


18 
14 


3 
5 



1 


1 




1 


1 











1 Not included in total. 

2 Lecture and laboratory both counted. About two-thirds as many small classes. 



164 



STATE HIGHER INSTITUTIONS OF IOWA. 
POLITICAL ECONOMY AND SOCIOLOGY. 



Instructors. 



Salary. 



Student clock hours. 



First 
semester. 



Second 



, professor 

, professor 

, associate professor .'. . . 

, instructor (three-fourths time) 

, assistant professor 

, assistant (half time) 

Stenographer, assistant * 

, medical school 

, law school 

, extension 

, extension 

, extension 

Total (5J) 

Average 



$3, 000 
2,400 
2,400 



332 
529 
177 
397 
154 



11, 600 
2,200 



2,041 



Sick. 
355 
435 
259 
494 
270 



2,018 
834 



Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


53 


68 


89 


Number of classes: 


6 
6 


5 
5 


8 
6 


4 
2 


1 

8 


5 
1 


1 
1 


1 
1 






1 







1 Not included in total. 
POLITICAL SCIENCE. 



Instructors. 



Salary. 



Student clock hours. 



First 
semester. 



Second, 
semester. 



-,i professor 

-, assistant professor... 
-, instructor (half time) 
-, assistant (half time) . 
-, assistant (half time) . 
-, lecturer 

Total (3|) 

Average 



$2, 600 
1,750 
500 
500 
500 
100 



327 
285 
117 
176 
102 
28 



5,950 
1,700 



1,035 
296 



315 
156 
180 
176 
54 



1,249 
356 



Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


56 


68 


Number of classes: 

First semester 


3 
3 


2 
1 


4 
1 


2 

7 


5 
4 




1 


1 









1 







Was also director of Iowa Historical Society and drew salary as such. 



APPENDIX. 

ROMANCE LANGUAGES. 



165 





Salary. 


Student clock hours. 


Instructors. 


First 
Semester. 


Second 
semester. 




$2, 800 
1, 500 
1,200 
1,000 


503 
526 
302 
437 


363 




318 




260 




481 






Total (4) 


6,500 
1,625 


1,768 
442 


1,422 




356 









Classes. 


Students in class. 




lto5 


6o 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


Number of classes: 


2 
2 


2 
4 


5 
6 


2 
5 


5 
1 


2 




1 







ZOOLOGY. 



Instructors. 



Salary. 



Student clock hours. 



First 
semester. 



Second 
semester. 



-, professor and director 

-, professor 

-, professor — 

-, assistant professor 

-, assistant professor 

-, instructor 

-, assistant 

-, assistant 

-, assistant 

-, assistant 

-, undergraduate assistant, half time 
-, undergraduate assistant, half time 

-, storekeeper, half time l 

-, mimeographer, half time 1 

Total (gj) 

Average 



$3,000 

2,300 

2,100 

2,000 

1,600 

1,100 

1,000 

400 

350 

200 

50 

50 

150 

150 

150 



315 
506 
277 

72 
318 
186 
110 

62 
186 

52 
101 
101 



14,300 
1,685 



2,387 
279 



300 

539 

305 

78 

145 

159 

108 

56 

158 

46 

85 

85 



2,152 
253 





Students in class. 


Classes. 


lto5 


6 to 10 


11 to 
20 


21 to 
30 


31 to 
40 


41 to 
50 


51 to 
60 


74 


81 


90 


Number of classes: 


10 
12 


4 
4 


3 

4 


2 

4 


7 
2 


2 

4 


1 




1 



1 


2 












1 Not included in total. 



166 



STATE HIGHER INSTITUTIONS OF IOWA. 

HOME ECONOMICS. 

















Student clock hours. 


Instructors. 


Salary. 


First 
semester. 


Second, 
semester. 


, professor 


$3,000 

2,500 

900 

i960 


268 
603 
246 


159 
594 
230 


, assistant professor 


, instructor 


, clerk to dean i 








Total (3) 


6,400 
2,133 


1,127 

376 


983 
328 


Average 






Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


55 


56 


63 


71 


Number of classes: 

First semester 



2 


1 
2 


1 
1 




1 




I 




1 





















Not included in total. 



IOWA STATE COLLEGE OF AGRICULTURE AND MECHANIC ARTS. 

AGRICULTURAL EDUCATION. 



Instructors. 



Salary. 



Student clock hours. 



First se- 
mester. 



Second se- 
mester. 



-, professor 

-, assistant professor (one-third time) 

-, assistant professor 

-, assistant (-one-half time) 

Total (2|) 

Average '- - 



$2,700 

500 

2,000 

1,000 



51 

30 

141 

100 



191 

174 

226 

56 



6,200 
2,200 



322 
114 



627 
222 





Classes. 


Students in class. 




6 to 10 


11 to 20 


31 to 40 


51 to 60 


Number of classes: 


5 
2 


1 
3 


3 
2 






2 







AGRICULTURAL JOURNALISM. 





Salary. 


Student clock hours. 


Instructors. 


First se- 
mester. 


Second se- 
mester. 




$712 
1,450 


90 
146 


146 




170 






Total (1£) 


2,162 
1,730 


236 
189 


316 




252 







APPENDIX. 

AGRICULTURAL JOURNALISM— Continued. 



167 





Classes. 


Students in class. 




lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


Number of classes: 




3 
1 


4 
5 


2 

2 






2 


1 







AGRICULTURAL ENGINEERING. 



Instructors. 



Salary. 



Student clock hours. 



First se- 
mester. 



Second se- 
mester. 



-, instructor 

-, instructor 

-, instructor 

-, instructor 

-, professor (one-half time; experiment station one-half time) 

-, assistant professor 

-, associate professor 

Total (6£) • 

Average 



$1, 100 
1,100 
1,300 
1,300 
1,500 
1,800 
2,250 



748 
438 
347 
126 
600 
315 



576 
472 
440 
368 
275 
476 
342 



10, 350 
1,590 



214 

495 



2,950 

455 





Classes. 


Students in class. 




lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


Number of classes: 


1 
3 


5 

8 


13 
22 


13 
15 


11 
6 


2 




1 







ANIMAL HUSBANDRY. 



Instructors. 




Student clock hours. 



First se- 
mester. 



Second se- 
mester. 



-, professor (one-half time) 

-, professor 

-, associate professor 

-, associate professor 

-, associate professor 

-, associate professor 

-, professor (one-half time) 

-, scholar 

-, scholar 

-, professor (one-half time at dairy farm). 
-, assistant professor 



$1,500 

2,600 

1,700 

1,900 

1,600 

1,700 

1,250 

200 

200 

1,250 

250 



1,500 



624 

552 

627 

568 

662 

678 

173 

<*) 

(*) 

(i) 

(1) 

( *2 
90 



(lab.) 
(lab.) 



255 
526 
724 
565 
573 
712 
190 
124 
112 
226 
184 
115 
92 



Total (71). 
Average . . 



15,650 
2,170 



3,974 

528 



4,401 
517 





Students in class. 


Classes. 


lto5 


6 to 10 


11 to 
20 


21 to 
30 


31 to 

40 


41 to 

50 


51 to 
60 


61 to 

70 


81 to 
90 


125 


Number of classes: 

First semester 




2 


2 

5 


7 
19 


13 
21 


7 
7 


2 

1 


4 1 
1 


1 




1 


1 











168 



STATE HIGHEE INSTITUTIONS OF IOWA. 

BACTERIOLOGY. 



Instructors. 



Salary. 



Student clock hours. 



First 
semester. 



Second 
semester. 



-, professor and dean (nine-tenths time) 

-, assistant (one-half time) 

-, assistant professor (six-sevenths time) 
-, assistant (one-half time) 

Total 

Average 



$2, 700 

500 

1,200 

600 



132 
84 

173 
53 



237 
184 
274 
232 



5,000 
1,850 



442 
164 



927 
342 





Classes. 


Students in class. 




lto5 


6 to 10 


11 to 20 


21 to 30 


41 to 50 


51 to 60 


Number of classes: 


14 
6 


4 
6 


7 
15 


1 






Second semester 


1 


1 







BOTANY. 



Instructors. 



Salary. 



Student clock hours. 



First 
semester. 



Second 
semester. 



-, professor (thirteen-fifteenths time) 

-, associate professor 

-, assistant professor 

-, instructor (one-half time) 

-, instructor 

-, fellow (two-fifths time) 

-, instructor 

-, student assistant (one-fifth time).. 
-, student assistant (one-fifth time)., 
-., student assistant (one-fifth time).. 

- (one-tenth time) 

- (one-tenth time) , 

- (one-tenth time) 

- (one-tenth time) 

Total (6i) 

Average 



$2,600 

2,000 

1,350 

600 

900 

400 

800 

200 

200 

200 

50 

50 

50 

50 



274 
548 
211 
159 
222 
126 
506 
240 
256 
126 



316 

193 

385 

95 

315 

34 

293 

134 

78 

244 

78 

56 

69 

40 



450 



423 



2,350 
349 



Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


51 to 60 


61 to 70 


Number of classes: 

First semester 


14 
1 


6 
4 


15 
21 


23 
16 


6 
5 


1 

5 


2 

3 


2 


Second semester 









APPENDIX. 

CHEMISTRY. 



169 



Instructors. 


Salary. 


Instructors. 


Salary. 




$2,700 

1,800 

1,800 

1,800 

1,300 

1,200 

1,200 

1,000 

900 

900 

300 

400 

850 




$900 






900 






950 






900 






800 






800 






800 




, assistant instructor (three-fourths 






700 






2,000 


, instructor (one-fourth time) 










, assistant 















Instructors. 


Salaries. 


Student clock hours. 




First 
semester. 


Second 
semester. 


Total (24 1 ;) 




$20, 492 
1,080 


10,572 
430 


9,095 




372 






1 







Students in class. 


Classes. 


lto5 


6 to 
10 


11 to 
20 


21 to 
30 


31 to 

40 


41 to 
50 


51 to 
60 


61 to 
70 


71 to 

80 


81 to 
90 


91 to 
100 


100 to 

325 


Number of classes: 

First semester 


27 

28 


5 
13 


40 
29 


34 
19 


14 
12 


8 
2 


5 
9 


2 

2 


1 



1 

2 


1 
2 


6 


Second semester 


7 



The whole number of student clock hours was, for the first semester, 10,572 ; 
for the second semester, 9,095. The average for first semester was 430 ; for the 
second semester, 372. 

CIVIL ENGINEERING. 



Instructors. 




Student clock hours. 



First 
semester. 



Second 
semester. 



-, assistant professor 

-, associate professor 

-, instructor 

-, professor (four-fifths time) 

-, professor 

-, professor and dean 

-, instructor (half time) 

-, associate professor (seventeen-eighteenths time) 

-, associate professor (five-sixths time) 

-, associate professor (three-fifths time) 

-, instructor 

Total (8f) 

Average 



$1,400 
2,000 
1,000 
2,200 
2,400 

•4,000 
800 
1,700 
1,500 
1,500 
1,200 



606 
534 
679 
331 
378 




895 
617 
407 
477 
190 
164 
115 

68 
155 

42 
132 



16, 000 
1,820 



3,308 
376 



3,262 
373 



Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


51 to 60 


61 to 70 


Number of classes: 


12 
11 


16 
11 


21 
14 


10 

8 


1 

3 


1 
1 


1 
1 






I 







170 



STATE HIGHER INSTITUTIONS OF IOWA. 
DAIRY. 



Instructors. 



Salary. 



Student clock hours. 



First 
semester. 



Second 
semester. 



-, professor (half time) 

-, associate professor (half time) 

-, associate professor 

-, instructor 

-, instructor 

-, instructor 

Total (4£) 

Average l . 



$1, 500 
1,000 
1,900 
1,500 
1,200 
1.200 



8,300 
1,840 



53 

554 



10 



786 
197 



198 
182 
678 
48 
173 
464 



1,743 
349 



ECONOMIC SCIENCE. 



Instructors. 



Salary. 



Student clock hours. 



First 
semester, 



Second 
semester. 



-, professor (twenty-two twenty-fifths time) 

-, assistant professor (half time) 

-, associate professor (three-fourths time) . . . 
-, assistant professor 

Total (3) 

Average 



$2, 200 

900 

1,500 

1,500 



235 

19 

360 

315 



58 
72 
93 

282 



6,100 
2,030 



929 
310 



505 
168 



Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


51 to 60 


Number of classes: 

First semester 


1 
1 


3 
6 


1 
4 


2 
1 


2 
1 


3 
2 


2 











ELEMENTARY ENGLISH. 



Instructors. 



Salary. 



Student clock hours. 



First 
semester. 



Second 



-, professor (twenty-seven twenty-ninths time) 

-, assistant professor 

-, assistant professor 

-, assistant professor 

Total (4) 

Average 



$2, 700 
1,900 
1,500 
1,400 



212 

47 

204 

114 



7,500 

1,875 



577 
144 



146 
192 
111 
153 



602 
150 





Classes. 




Students 


in class 








lto5 


6 to 
10 


11 to 
20 


21 to 
30 


31 to 
40 


41 to 
50 


Number of classes : 


1 
1 


5 
3 


5 

7 


1 
3 


2 








1 







APPENDIX. 

ENGLISH AND LITERATURE. 



171 



Instructors. 



Salary. 



Student clock hours. 



First 
semester. 



Second 
semester. 



-, professor 

-, instructor 

-, instructor 

-, assistant professor 

-, instructor 

-, instructor 

-, assistant professor 
-, associate professor 

-, instructor 

-, associate professor 
-, assistant professor 
-, instructor 

-, instructor 

-, instructor 

Total 

Average 



$2,500 

900 

1,100 

1,400 

900 

1,150 

1,250 

1,700 

1,000 

1,400 

1,400 

1,200 

950 

950 

1,000 



188 
292 
254 
276 
232 
110 
194 
221 
138 
222 
228 
318 
219 
74 



18,800 
1,253 



3,026 
202 



36 

122 
185 
144 
242 
132 
126 
98 
172 
218 
192 
234 
160 
139 
159 



2,359 
157 





Classes. 


Students in class. 




lto5 


6 to 
10 


11 to 
20 


21 to 
30 


31 to 

40 


Number of classes: 


4 
3 


15 

7 


42 
22 


27 






1 







HOME ECONOMICS. 



Instructors. 



Salary. 



Student clock hours. 



First 
semester. 



Second 
semester. 



-, professor and dean 

-, instructor 

-, instructor 

-, instructor 

-, associate professor 

-, associate professor 

-, associate professor 

-, instructor 

-, instructor 

-, assistant professor (half time) 

-, instructor 

-, associate professor (half time) 

-, instructor 

-, instructor 

-, assistant professor (two-thirds time) 

-, instructor (half time) 

-, associate professor (half time) 

Total (15|) 

Average 



$2,500 
1,000 
1,200 

900 
1,200 
1,600 
1,300 
1,200 
1,000 

700 
1,000 

750 
1,000 
1,000 
1,000 

700 
1,050 



207 
249 
328 
200 
468 
125 
418 
532 
301 



488 
179 



76 
363 
310 
379 
394 

55 
537 
402 
251 



272 



322 
356 
174 
402 
242 



19, 100 
1,320 



4,905 
346 



4,535 
321 



Classes. 


Students in class. 


1 to 5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


51 to 60 


61 to 70 


Number of classes: 

First semester 


1 
2 


2 
5 


51 
41 


30 

28 


10 

4 


2 
5 


3 



1 












172 



STATE HIGHER INSTITUTIONS OF IOWA. 

FARM CROPS. 



Instructors. 



Salary. 



Student clock hours. 



First 
semester. 



Second 
semester. 



-, professor (half time) 

-, instructor 

-, instructor 

-, assistant professor 

-, associate professor 

-, fellow (two-fifths time) 

-, professor (half time, farm management) 

-, fellow (two-fifths time) 

-, fellow (two-fifths time) 

-, scholar 

Total (7A) 

Average 



$3,000 

1,300 

1,200 

2,000 

2,100 

400 

1,200 

200 

300 

200 



309 
142 
420 
550 
487 
298 
*315 
105 



525 
157 
192 
272 
525 
100 



101 
21 



11,900 
1,630 



2,626 
387 



320 



Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


51 to 60 


Number of classes: 


1 

2 


4 
3 


5 
4 


15 
21 


19 
6 


1 






1 







1 Experiment station. 
HORTICULTURE. 



Instructors. 



Salary. 



Student clock hours. 



First 
semester 



Second 



-, professor and vice dean (20/33 time) 

-, instructor 

-, instructor 

-, instructor 

-, assistant professor 

-, instructor 

Total (5 20/33) 

Average 



$2, 000 
1,300 
1,300 
1,200 
1,500 
1,200 



343 
301 
222 
297 
312 
152 



8,500 
1,500 



1,627 



18 
250 
251 
283 
305 

61 



168 
206 



Students in class. 



It0 5 



to 10 



11 to 20 



21 to 30 



31 to 40 



41 to 50 



51 to 60 



61 to 70 



Number of classes: 
First semester... 
Second semester. 



14 



APPENDIX. 

MECHANICAL ENGINEERING. 



173 



Instructors. 



Salary. 



Student clock hours. 



First 
semester. 



Second 
semester. 



-, professor (27/29 time) 

-, instructor 

-, instructor 

-, instructor 

-, instructor 

-, assistant professor — 

-, instructor 

-, instructor 

-, assistant professor 

-, associate professor 

-, assistant professor 

-, associate professor 

-, associate professor 

-, associate professor 

-, instructor 

-, student assistant 

Total (14 24/29) 

Average 



$2, 700 
1,100 
1,050 
1,050 
1,050 
1,300 
1,050 

900 
1,500 
2,200 
1,500 
1,950 
1,900 
1,700 
1,000 

200 



210 
,650 
558 
859 
792 
333 
254 
58 
164 
231 
259 
201 
331 



395 
927 
492 
156 
576 
928 
378 
378 
188 
170 
235 
300 
265 
278 
158 
253 



22, 150 
1,475 



6,398 
426 



,075 
430 



Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


51 to 60 


61 to 70 


71 to 80 


Number of classes: 

First semester 


10 
43 


7 
39 


34 
37 


13 
22 


9 

5 


8 
2 


1 
.2 


1 


1 













PHYSICS. 



Instructors. 



Salary. 



Student clock hours. 



First 
semester. 



Second 
semester. 



-, professor (14/15 time) 

-, instructor 

-, assistant professor. . . 
-, assistant professor. . . 
-, assistant professor. . . 

-, instructor 

-, instructor 

-, instructor , 

-, assistant professor. . . 
-, instructor (half time) 

Total (9 6/15) 

Average 



$2,800 
1,100 
1,300 
1,500 
1,500 
1,000 
1,000 
1,200 
1,400 
500 



246 
114 
418 
225 
274 
74 
275 
125 



13, 300 
1,490 



2,360 
266 



240 
342 
517 
236 
248 
86 
177 
252 



2,186 
220 





Students in class. 


Classes. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


71 to 80 


81 to 90 


100 to 
120 


136 to 
200 


Number of classes: 

First semester 


3 
2 


2 
14 


37 

57 


6 
3 


'2 


3 

1 


3" 


1 




Second semester 


2 







174 



STATE HIGHER INSTITUTIONS OF IOWA. 

ZOOLOGY. 



Instructors. 



Salary. 



Student clock hours. 



First 
semester. 



Second 



- (eleven-thirteenths time) 

-, associate professor 

-, instructor 

-, associate professor (half time) 

-, assistant professor 

-, instructor (half time) 

-, instructor (half time) 

-, assistant professor 

-, assistant professor 

-, (one-tenth time) 

-, (one-tenth time) 

Total (7f) 

Average 



$2, 200 

2,000 

1,000 

850 

1,300 

600 

600 

1,500 

1,600 

50 

65 



4 
180 
326 
122 
330 
49 
214 
248 
293 

'217' 



0) 



11, 765 
1,550 



1,819 
280 



484 
375 
160 
400 
154 
240 
743 
31 
216 



2,967 
456 





Students in class. 


Classes. 


lto5 


6 to 
10 


11 to 
20 


21 to 
30 


31 to 
40 


41 to 
50 


51 to 

60 


71 to 

80 


81 to 
90 


139 


Number of classes: 

First semester 


7 
21 


13 
14 


18 
31 


5 

7 


""2 


1 
1 


...... 


1 
1 


1 
1 




Second semester 


2 







1 Sick. 
MATHEMATICS. 



Instructors. 



Student clock hours. 



First 
semester. 



Second 
semester. 



-, instructor 

-, instructor 

-, associate professor. . . 

-, instructor 

-, instructor (half time) 
-, instructor 

-, assistant (half time). 

-, associate professor 

-, associate professor 

-, associate professor 

-, instructor 

-, instructor 

-, professor (vice dean) . 

Total 

Average 



$1, 200 

1,300 

1,600 

1,200 

500 

850 

500 

1,600 

1,600 

1,600 

1,300 

1,000 

2,100 



274 
233 
221 
320 
269 
238 
275 
297 
212 
286 
307 
267 
215 



302 
318 
381 
294 



225 



25C 
251 
243 
231 
208 
112 



16, 350 
1,370 



3,414 
262 



2,815 
235 





Classes. 


Students in class. 




lto5 


6 to 10 


11 to 20 21 to 30 


Number of classes: 


3 

7 



1 


32 

24 


11 




9 







APPENDIX. 

PUBLIC SPEAKING. 



175 



Instructors. 


Salary. 


Student clock 
hours. 


First 
semester. 


Second 
semester. 




$1, 100 

900 

- 1, 400 


178 

35 

264 


59 




52 




224 






Total 


3,400 
1,133 


397 
132 


323 




108 









Classes. 


Students in class. 




lto5 


6 to 10 


11 to 20 


21 to 30 


Number of classes: 


5 
1 


4 
5 


13 
9 







1 







FORESTRY. 



Instructors. 


Salary. 


Student clock 
hours. 


First 
semester. 


Second 
semester. 




$1, 800 
1,400 
1,300 


157 

248 


200 




200 




16 








Total 


4,500 
1,740 


405 
160 


416 




164 









Classes. 


Students in class. 




6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


Number of classes: 


3 
3 


4 
2 


2 





4 














GEOLOGY AND MINING ENGINEERING. 



Instructors. 



Salary. 



Student clock 
hours. 



First Second 
semester, semester. 



-, professor and vice dean (§f time) 

-, assistant professor 

-, associate professor 

Total (2.94) 

Average 



$3, 300 
1,500 
2,200 



139 
110 
56 



7,000 
2,380 



256 

87 



305 
91 





Classes. 


Students in class. 




lto5 


6 to 10 


11 to 20 


Number of classes: 

First semester 


10 

8 


3 
2 


1 




1 







176 



STATE HIGHEK INSTITUTIONS OF IOWA. 

HISTORY. 



Instructors. 


Salary. 


Student clock 
hours. 


First 
semester. 


Second 
semester. 




$1,200 
2,250 


96 
93 


333 




252 






Total 


3,450 
1,725 


189 
95 


615 




308 









Classes. 


Students in class. 




lto5 


6 to 10 


11 to 20 


21 to 30 


41 to 50 


Number of classes: 


2 


1 
1 


4 
1 


1 

4 






4 









SOILS. 



Instructors. 



Salary. 



Student clock hours. 



First 
semester. 



Second 
semester. 



-, professor (half time). 
-, associate professor. . . 
-, assistant professor. . . 
-, instructor (half time) 
-, professor (half time). 

Total (3J) 

Average 



$1,750 

2,100 

1,600 

600 

1,250 



200 
413 
464 
464 
193 



182 
436 
191 
191 
60 



7,300 
2,090 



1,734 
495 



1,060 
304 



Classes. 



Students in class 



lto5 6tol0 llto20 21to30 31to40 41to50 51to60 61 to 70 81to90 



Number of classes: 
First semester . . . 
Second semester . 



MODERN LANGUAGES. 





Salary. 


Student clock hours. 


Instructors. 


First 
semester. 


Second 
semester. 




$2, 250 
1,200 
1,200 
1,200 
1,200 
1,200 


114 
292 
210 
278 
247 
260 


63 




208 




175 




228 




275 




331 






Total 


7,950 
1,325 


1,401 
234 


1,280 




313 







APPENDIX. 
MODERN LANGUAGES— Continued. 



177 





Classes. 


Students in class. 




lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


Number of classes: 




6 

7 


2 
6 


9 
16 


5 
2 






1 







MUSIC. 





Salary. 


Student clock hours. 


Instructors. 


First 
semester. 


Second 
semester. 




$800 
200 


116 


274 




62 


' 






Total : 


1,000 


116 
232 


336 




376 











Classes. 


Students in class. 




lto5 


6 to 10 


21 to 30 


31 to 40 


41 to 50 


51 to 60 


Number of classes: 




2 


..... 


1 

1 


1 
1 


1 


Second semester 


5 


2 







PSYCHOLOGY. 















Student clock hours. 


Instructors. 


Salary. 


First 
semester. 


Second 
semester. 




$3,000 
1,500 


92 

464 


126 


, assistant professor 


297 






Total 


4,500 
2,250 


556 

278 


423 


Average 


211 






Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


51 to 60 


Number of classes: 

First semester 






2 
S 


1 
1 


2 
1 


1 


Second semester 


1 


2 





















41817°— 16- 



-12 



178 



STATE HIGHEE INSTITUTIONS OF IOWA. 

STRUCTURE DESIGN. 





Salary. 


Student clock hours. 


Instructor. 


First 
semester. 


Second 
semester. 




$2,500 


115 


443 









Classes. 


Students in class. 




lto5 


6 to 10 


llto20 


21 to 30 


Number of classes: 


3 

5 


3 
2 


2 








2 







VETERINARY MEDICINE. 



Instructors. 



Salary. 



Student clock 
hours. 



First 
semester. 



Second 
semester. 



-, instructor 

-, associate professor 

-, professor 

-, associate professor 

-, instructor 

-, instructor (two-fifths time) 

-, professor 

-, professor and vice dean 

-, assistant professor 

-, dean (five-eighths time) . . . 

Total 

Average 



$1, 200 
2,000 
2,250 
1,900 
1,200 
400 
2,250 
2,600 
1,800 
3,000 



252 
317 

798 

576 
120 
320 
175 
100 
57 



254 
299 
482 
184 
279 
40 
211 
230 
148 



18, 600 
2,065 



2,715 
302 



2,127 
236 





Students in class. 


Classes . 


1 to 5 


6 to 10 


11 to 

20 


21 to 
30 


31 to 
40 


51 to 
60 


61 to 

70 


71 to 

80 


81 to 
90 


Number of classes: 


4 
3 


2 


10 
13 


7 
8 


2 
2 


1 


2 


1 

1 


1 















INSTRUCTORS AND STUDENT CLOCK HOURS. 



First semester: 

Number of instructors 189. 6 

Number of student clock hours 61, 069 

Average number of student clock hours 322 

Second semester: 

Number of instructors 190. 8 

Number of student hours 58, 354 

Average number of student hours 305 



APPENDIX. 



179 



IOWA STATE TEACHERS COLLEGE. 

EDUCATION. 



Instructors. 



Salary. 



Student clock hours. 



Summer. Fall. Winter. Spring 



-, professor 
-, professor 
-, professor 
-, professor 
-, professor 
-, professor 
-, professor 

Total (7) . 
Average . . 



$2, 700 
1,400 
2,000 
2,000 
1,300 
1,900 
1,800 



940 



720 
"380' 



420 
620 
390 
660 
555 
640 
460 



310 
780 
465 
525 
595 
650 
365 



540 
505 
345 
614 

475 
405 
515 



13, 100 
1,871 



2,600 
650 



3,745 
535 



3,690 
527 



3,399 

485 



Classes. 


Number of students. 


lto5 


_ 6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


51 to 60 







2 


4 


8 


10 


2 


§ 





TEACHING. 



Instructors. 


Salary. 


Student clock hours. 


Summer. 


Fall. 


"Winter. 


Spring. 




$a, 400 

1,300 
1,300 

650 
1,200 

850 




il 
136 
136 
133 
111 
265 








154 
154 
185 
154 


143 

147 
150 
140 
270 


141 
158 
417 








155 




397 




2 1, 305 






1,100 
1,100 
1,100 
1,000 
1,400 
1,400 


91 
141 

20 
140 
133 
265 


108 
130 
30 
95 
150 
270 


121 




154 


162 




54 






96 




185 


417 

397 










Total (12) 


14,800 
1,233 


2,291 
327 


1,571 
143 


1,633 
148 


2,515 
229 









ENGLISH. 



Instructors. 


Salary. 


Student clock hours. 


Summer. 


Fall. 


Winter. 


Spring. 




$2,300 
1,500 
2,000 
1,700 
1,500 
1,700 
1,300 


410 
365 
340 
440 


418 
367 
463 
310 
277 
303 
392 


320 
600 
402 
490 
366 
197 
380 


279 




492 




399 




350 




364 




214 


276 
405 




« 






Total (7)1. 


12, 000 
1,714 


1,769 
354 


2,530 
361 


2,755 
393 


2,565 
366 









1 Director. 



2 Lectures and demonstration teaching. 



180 



STATE HIGHEE INSTITUTIONS OF IOWA. 

ENGLISH— Continued. 



Classes. 


Number in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


Number of classes 


1 


4 


9 


6 


2 


1 







LATIN. 



Instructors. 


Salary. 


Student clock hours. 


Summer. 


Fall. 


Winter. 


Spring. 




$2,300 
1,400 


100 
120 


141 
190 


160 
205 


167 
145 






Total (2) 


3,700 
1,850 


220 
110 


331 
165 


365 
183 


312 




156 







Classes. 


Number in class. 


lto5 


6 to 10 


11 to 20 




3 


5 


2 







GERMAN AND FRENCH. 



Instructors. 


Salary. 


Student clock hours. 


Summer. 


Fall. 


Winter. 


Spring. 




$2,300 
1,100 


325 
190 


375 
295 


365 
290 


345 




120 






Total (2) 


3,400 
1,700 


515 
258 


670 
335 


655 
328 


465 




233 









Classes. 


Number in class. 




lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 




2 


2 


i 


2 


1 







MATHEMATICS. 



Instructor. 


Salary. 


Student clock hours. 


Summer. 


Fall. 


Winter. 


Spring. 




$2,300 


595 


245 


219 


220 







Classes. 


Number in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 




1 


1 


§ 


1 







APPENDIX. 

PHYSICS AND CHEMISTRY. 



181 





Salary. 


Student clock hours. 


Instructors. 


Summer. 


Fall. 


Winter. 


Spring. 




$2,300 
1,500 


736 


164 
503 


168 
377 


202* 




273 




157 
151 






1,200 
1,300 


458 
140 


259 

84 


239 




245 








Total (5) 


6,300 
1,575 


1,044 
348 


1,265 
316 


888 
222 


959 




240 











Number 


in class. 




Classes. 


lto5 


6 to 10 


11 to 20 


21 to 30 




4 


1 


5 


3 







NATURAL SCIENCES. 



Instructors. 


Salary. 


Student clock hours. 


Summer. 


Fall. 


Winter. 


Spring. 




$2, 100 

2,000 
1,900 
1,400 


217 

1,110 

746 

529 


567 
427 
448 
344 


253 
660 
287 
126 


1,162 




734 


, 


511 




579 






Total 


7,400 
1,850 


2,602 
650 


1,786 
446 


1,326 
331 


2,986 




746 







Classes. 


Number in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


51 to 60 


Number of classes 


i 


3 


3 


3 


2 


1 


§ 







HISTORY. 



Instructors. 


Salary. 


Student clock hours. 


Summer. 


Fall. 


Winter. 


Spring. 




$1, 500 
1,400 


410 
390 


405 
475 


285 
500 


196 





610 






Total 


2,900 
1,450 


800 
400 


880 
440 


785 
393 


806 




403 









Classes. 


Number in class. 




lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


Number of classes 


i 


1 


3 


2 


2 


i 









182 



STATE HIGHER INSTITUTIONS OF IOWA. 
GOVERNMENT. 



Instructors. 


Salary. 


Student clock hours. 


Summer. 


Fall. 


Winter. 


Spring. 




$2,200 


766 


287 


180 


295 







Classes. 


Number in class. 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


Number of classes 


2 


1 


i 


i 





ECONOMICS. 



Instructors. 


Salary. 


Student clock hours. 


Summer. 


Fall. 


Winter. 


Spring. 




$1,800 


467 


321 


436 


366 







Classes. 


Number in 
class. 




11 to 20 


21 to 30 




2 


2 







ART. 



Instructors. 


Salary. 


Student clock hours. 


Summer. 


Fall. 


Winter. 


Spring. 




$1, 500 
1,400 
1,100 


460 
375 


90 
175 
270 


195 
330 
535 


225 




350 




330 




640 








i 




Total 


4,000 
1,333 


1,475 
492 


535 

178 


1.060 
353 


905 




301 









Classes. 


Number in class. 




lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 




1 


4 


3 


3 


§ 









APPENDIX. 

MUSIC. 



183 



Instructors. 


Salary. 


Student clock hours. 


Summer. 


Fall. 


Winter. 


Spring. 




$2,300 
1,300 
1,500 


770 


626 
334 
146 


240 
224 
473 


402 




68 






239 








Total 


5,100 
1,700 


770 

770 


1,106 
368 


937 
312 


709 




236 







Classes. 


Students in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 


41 to 50 


51 to 60 


Number of classes 


1 


2 


3 


2 


1 


4 


1 







MANUAL ARTS. 



Instructors. 


Salary. 


Student clock hours. 


Summer. 


Fall. 


Winter. 


Spring. 




$2,300 
1,300 


215 
293 


135 
229 


193 
367 


304 





407 






Total 


3,600 
1,800 


508 
254 


364 
182 


560 
280 


711 




356 







Classes. 


Number in class. 


lto5 


6 to 10 


11 to 20 


21 to 30 


Number of classes 


1 


4 


3 


1 







HOME ECONOMICS. 



Instructors. 


Salary. 


Student clock hours. 


Summer. 


Fall. 


Winter. 


Spring. 




$1,600 
900 


280 
300 
336 


286 
220 
280 

187 


340 

254 


254 




261 










1,000 


299 


200 








Total 

Average, 


3,500 
1,166 


916 
305 


973 
243 


893 
298 


715 
238 





Classes. 


Number in class. 




lto5 


6 to 10 


11 to 20 


21 to 30 


31 to 40 




i 


2 


11 


3 


3 





APPEN 
ANALYSIS OF EXPENDITURES 



Iowa State Teachers 
College, total expendi- 
tures, 1913-14, $298,- 
808.65. 



Teachers College, ex- 
clusive of extension 
work, $298,488.65. 



Construction and land, 

$58,885.81. 



Special funds $1,649.33- 



Training school $39, 050. 49 

Library 564.64 

Powerhouse 16,243.40 

Dormitory 401.05 

Paving and walks 549. 1.9 

Furnishing new build- 
ing 2,077.04 

58, 885. 81 

Operating hospital 1, 644. 33 

Fees refunded 5.00 

1, 649. 33 



Total operating expenses, $237,953.51. 



E tn ? aTier D vi?e ld $3 :i 2 I dUS "} Study Center WOrk ( extension ) * 320 ' °° 



184 



DIX 0. 

AT IOWA STATE INSTITUTIONS. 



E ducation , equipment 
and supplies, $22,- 
707.06. 



Library books and sup- 
plies $6,955.61 

Home economics 3, 044. 45 

Physics and chemistry 1, 496. 11 

Training school 2, 070. 79 

Natural science 1,987.24 

Music 2,659.65 

Orchestra 626.16 

General use of depart- 
ment 2,711.80 

Manual training 388. 95 

Other departments 766. 30 



22,707.06 



Instruction, $139,984.63. 



General operating ex- 
penses, $75,261.82. 



Education $13,550.00 

Teaching 19,214.01 

English 17,500.00 

Latin arid Greek 3, 700. 00 

German and French . . 4, 200. 00 

Mathematics 7, 500. 00 

Physics and chemistry 8, 560. 00 

Natural science 9,933.33 

History 2,910.00 

Government 3, 300. 00 

Home economics 5, 950. 00 

Economics 1, 700. 00 

Music 7,220.00 

Art 3,373.33 

Commercial education. 2, 820. 00 

Manual arts 4,500.00 

Physical education 5,930.00 

Balance , salaries 1 88. 97 



Summer term . 



Labor, 
equipment, 

Salaries, supplies. 

Administration $16, 192. 33 $1, 904. 39 

Library 7,760.81 

Commencement 983.76 

Superintendent build- 
ings and assistant ... 3, 609. 96 

Janitors and grounds . . 10, 071. 60 1 , 000. 00 

Engineer and firemen . 4, 226. 00 2, 000. 00 

Fuel 10,881.68 

Repairs 1, 800. 00 10, 349. 24 

Printing 2,664.29 

Advertising 1,501.23 

Telephone and tele- 
graph 316.53 



122, 049. 64 



17,934.99 
139,984.63 



43, 



70 31,601.12 



185 



186 



STATE HIGHER INSTITUTIONS OF IOWA 



Iowa State Teachers 
College, total expendi- ( 
tures, 1914-15, $357,- 
598. 33. 



Teachers College, ex 
elusive of extension^ 
work, $349,495.82. 



Construction and land, 
$86,013.52. 



Training school $607. 98 

Power house 2, 415. 09 

Dormitory 72,084.87 

Vocational building. . . 8, 879. 94 
Furnishing new build- 
ing 938.29 

Paving and walks 1,087.35 

86,013.52 



Special funds , $1 ,779.93 . Operating hospital 1, 779. ! 



\ Total operating expenses, $261,702.37. 



\ E trS?v^ ; $8 ' 102 - 51 



APPENDIX. 



187 



^Education,equipment,. 
and supplies, $19,- 
745.08. 



Library books and sup- 




plies 


$7,747.07 


Home economics 


2,767.03 


Physics and chemistry- 


1,391.25 


Training school 


1,441.61 


Natural science 


1, 210. 66 


Music and orchestra. . . 


1,143.46 


Manual training 


677.61 


Physical education. . . . 


617. 47 


Kural education 


1,043.03 


General use of depart- 




ment 


1,341.71 


Other departments 


364.18 



19,745.08 



Instruction, $158,581.60— 



General operating ex- 

. penses, $83,375.69. 



Administration 

Library 

Commencement 

Superintendent build- 
ings and assistant . . . 

Janitor and grounds.. . 

Engineer and firemen . 

Fuel 

Repairs 

Printing 

Advertising 

Telephone and tele- 
graph 



Education $13,100.00 

Teaching 19,698.75 

English 18,125.00 

Latin and Greek 3, 700. 00 

German and French . . 4, 300. 00 

Mathematics 7, 500. 00 

Physics and chemistry 9, 975. 00 

Natural science 11, 530. 50 

History 2,900.00 

Government 3, 600. 00 

Home economics 7, 435. 00 

Economics 3,000.00 

Music 8,280.00 

Art , 4,040.00 

Commercial education . 2, 900. 00 

Manual arts 4-, 620. 00 

Physical education 6,550.00 

Rural education 6, 632. 50 



137,886.75 



Summer term 20,694.85 



Labor, 
equipment, 
supplies. 
$19,385.00 $2,961.32 

10, 359. 39 

981.55 

2, 700. 00 

10,302.00 1,000.00 

4, 267. 00 2, 000. 00 
13, 017. 08 

3, 465. 00 9, 092. 80 

2, 808. 23 

663.30 

373. 02 



158, 581. 60 



50,478.39 32,897.30 



188 



STATE HIGHER INSTITUTIONS OF IOWA. 



The University of Iowa, 
total expenditures 
1913-14, $944,058.75. 



State University, ex- 
elusive of extension 
and service, $933,- 



Hospital 

Currier Hall 

Annual House 

Chemical building 

Storehouse 

Construction and land, Other buildings 

$212,766.33. < Equipping new build- 
ings 

! Land purchases 

,Tunnel 

Paving and walks 



$47, 547. 37 

84,643.64 

13,582.25 

7,931.55 

3, 127. 76 

1,688.93 

28, 142. 52 

12,395.59 

8, 713. 73 

4,992.99 


212, 766. 33 



Special funds, $82,- 
275.94. 



Hospital $50, 235. 84 

Homeopathic hos- 
pital 8,025.92 

Currier Hall 19,267.80 

Law loan books 168. 40 

Storehouse 1,880.93 

Tuition refund 25.00 

Carrfund 2,330.00 

Giffordfund 182.05 

Lowden fund 150. 00 

Bryan fund 10.00 

82, 275. 94 



Total operating expenses, $638,717.59 



Extension and indus 
trial service work 
$10,298.89. 



[Epidemiologist $3, 276. 



| University extension 



7, 021. 91 



10, 29S. S9 



APPENDIX. 



189 



Educational equip- 
ment and supplies, 
$95, 406.15. 



Instruction, $364,413. 



General operating ex- 
penses, $178,898.36. 



Library books and 

supplies $21, 006. 73 

College of arts 22, 354. 73 

College applied sci- 
ence 12,527.92 

College of law 500.12 

College of medicine 11, 232. 93 

Hospital deficit 11,408.17 

College of homeopathic 

medicine 77.61 

Homeopathic Hospital 

deficit 1,090.50 

College of dentistry ... 11, 886. 19 

College of pharmacy... 1,913. 05 

Graduate college 371. 03 

Fine arts 891. 70 

Summer session 145. 47 



95,406.15 



College of arts $183, 008. 00 

College of applied sci- 
ence 34,880.00 

College of law 23,975.00 

College of medicine 58, 769. 51 

College of homeo- 
pathic medicine 5, 300. 00 

College of dentistry. . . 25, 100. 00 

College of pharmacy. . . 5, 600. 00 

College of fine arts... 6,200.00 

Music , tuitions 6, 412. 22 

Graduate college 5,520.00 

354, 764. 73 



Summer term. 



),648.35 



Labor, 
equipment, 

Salaries, supplies. 

Administration $22, 915. 58 $4, 754. 82 

Library 7,123.32 

Commencement and 

general lectures 2, 321. 35 

Superintendent build- 
ing, assistant 6, 332. 59 82. 98 

Janitors 21,069.74 3,247.95 

Engineer and firemen. 9, 158. 05 1, 329. 99 

Fuel 31,712.77 

Repairs 30,033.99 

Printing 5,059.38 

Advertising 2, 569. 84 

Telephone and tele- 
graph 1,184.71 

Gas, water, electricity, 

ice 6,405.69 

Postage 3, 634. 00 

Miscellaneous 16,214.90 

Alumni secretary and 

bulletin 2,720.00 1,026.71 

71,640.63 107,257.73 



364, 413. 



190 



STATE HIGHER INSTITUTIONS OF IOWA. 



The University of Iowa,' 
total expenditures, 
1914-15, $1,017,805.72. 



State U niversity exclu- 
sive of extension and 
service, $994,471.19. 





Hospital 


$62,860.79 




Nurses' home 


48,508.39 




Men's gymnasium 


29, 273. 85 




Women's gymnasium. 


40,389.84 




Equipment new build- 






ing 


29,956.18 


Construction and land, 


Other building equip- 




$238,132.28. 


ment 


4,035.27 




Other buildings 


2,430.67 




Paving and walks 


5, 192. 51 




Tunnel 


1,372.12 




Land 


14, 112. 66 




238, 132. 28 



Special funds, $97, 
725.57. 



Hospital $50, 114. 43 

Homeopathic Hospital 9, 022. 45 

Currier Hall 31,698.25 

Law loan book 263. 49 

Storeroom 3,730.70 

Tuition refund 170.25 

Carrfund 2,485.00 

Giffordfund 71.00 

Lowden fund 150. 00 

Bryanfund 20.00 

97, 725. 57 



Total operating expenses, $658, 613.34. 



■ Epidemiologist $5, 904. 03 

Extension and indus- University extension 17, 430. 50 

trial service work/ 



$23,334.53. 



23,334.53 



APPENDIX. 



191 



Educational equip- 
ment and supplies,. 
$100,532.91. 



Library books and sup- 
plies $18,776.13 

College of Arts 21,671.78 

College of Applied Sci- 
ence 13,280.65 

College of Law 1, 162. 08 

College of Medicine 12, 593. 85 

Hospital deficit 12, 868. 35 

College of Homeopathic 

Medicine 125.49 

Homeopathic Hospital 

deficit 1,787.57 

College of Dentistry ... 13, 748. 42 

College of Pharmacy . . 2, 003. 95 

Graduate College 384. 53 

FineArts 1,304.47 

Summer session 825. 64 



100,532.91 



Instruction, $388,233.74. 



General operating ex- 
penses, $169,846.69. 



Labor, 
equipment, 

Salaries. supplies. 

Administration $25,371.73 $6,415.75 

Library 7,380.00 

Commencement and 

general lectures 2, 379. 19 

Superintendent build- 
ings, assistant 6, 392. 66 124. 10 

Janitors 22,896.12 2,721.96 

Engineers and firemen . 7, 351. 32 1, 309. 59 

Fuel 25,841.42 

Repairs 30, 257. 45 

Printing 4,181.28 

Advertising 2,511.62 

Telephone and tele- 
graph 1,287.11 

Gas, water, electricity, 

ice 4, 334. 93 

Postage 3,735.00 

Miscellaneous 11, 973. 46 

Alumni secretary and 

bulletin 2,840.00 542.00 



College of Arts $193, 528. 28 

College of Applied Sci- 
ence 37,821.30 

College of Law ; . 23, 350. 00 

College of Medicine 63, 240. 18 

College of Homeopathic 

Medicine 5,300.00 

College of Dentistry ... 27, 059. 99 

College of Pharmacy . . 6, 615. 00 

College of Fine Arts ... 4, 545. 00 

Music, tuitions 9, 555. 75 

Graduate College 6, 800. 00 

377, 815. 50 
Summer term 10; 418. 24 

388,233.74 



74,611.02 95,235.67 



192 



STATE HIGHEE INSTITUTIONS OF IOWA. 



Iowa State College of 
Agriculture and Me- 
chanic Arts, total 
expenditures, 1913-14, 
$1,461,684.25. 



State College, exclusive 
of extension and serv- 
ice, $1,037,833.47. 



Construction and land. 
$317,978.63. 



Special funds,$95,846.55 



Gymnasium $3,040.71 

Chemistry building . . . 172, 282. 28 

"Emergency'' 4,040.42 

Mechanical engineering 

building 40,051.96 

Transportation build- 
ing 49,801.69 

Heating plant 18,941.60 

Margaret Hall Annex.. 5,617.00 

Sewage plant 4,072.74 

O ther buildings 6, 007. 02 

Improvement of 

grounds 14,123.21 

317, 978. 63 



Agricultural engineer- 
ing $861.68 

Dairy 28,995.23 

Farms 19, 238. 33 

Horticulture 2, 735. 09 

Veterinary hospital ... 2, 281. 39 

Other departments 8, 948. 18 

Operating hospital 9, 886. 60 

O per ating storeroom . . 10, 603. 89 

Women's dormitory... 4,277.05 

School fund 1, 362. 50 

Fees refunded , 6, 656. 61 

95.846.55 



Total operating expenses, $624,008.29. 



Extension and indus 
trial service work. 
$424,850.78. 



(Serum plant and equip- 
ment $21,750.77 
Land purchased 21, 123. 33 
42,874.10 



Special funds, 
$142,444.59. 



Agricultural experi- 
ment station $15,028.11 

Engineering experi- 
ment station 1, 5S2. 64 

Agricultural extension . 761. 43 

Serumfund 125,072.41 

142, 444. 59 



Operating expenses, $239,532.09. 



APPENDIX. 



193 



Educational equip- 
ment and supplies, 
$144,974.02. 



Library books and sup- 
plies $6, 958. 96 

Agricultural division . . 59, 241. 35 
Agricultural engineer- 
ing 4,529.02 

Engineering division . . 25, 715. 44 

Home economics 20, 883. 08 

Veterinary medicine. . 8, 008. 62 

Industrial science 3, 120. 64 

Noncollegiate 14, 303. 81 

Veterinary practical 

course 588.56 

Summer term 1,624.54 



144,974.02 



Instruction, $313,158.01. 



General operating < c- 
penses, $165,876.26. ' 



Labor, 
equipment, 

Salaries. supplies. 

Administration $27, 350. 00 $8, 282. 58 

Library 6,712.43 

Commencement and 

general lectures 2,053. 23 

Janitors 14,726.75 1,641.26 

Engineers and firemen. 9, 786. 78 10, 113. 54 

Fuel 36, 318. 37 

Repairs and contingent 39, 034. 51 

Printing and advertis- 
ing 5, 495. 33 

Care grounds 989. 63 3,371. 85 

59, 565. 59 106, 310. 67 



Agriculture $106, 006. 17 

Agricultural engineer- 
ing 12,420.99 

Engineering 78, 627. 77 

Home economics 52, 699. 24 

Veterinary medicine . . 16, 854. 73 

Industrial science 7, 547. 22 

Noncollegiate 31, 647. 95 

305,804.07 
Summer session 7,353.94 

313,158.01 



Experimental 
$145,544.09. 



work, 



Extension work, 



41817°— 16 



Agriculture $51, 173. 46 $62, 990. 32 

Engineering 6,195.71 7,067.07 

Goodroads 4,166.48 4,962.36 

Veterinary 2, 328. 43 6, 660. 26 

63,864.08 81,680.01 

Agriculture $43,673.51 $29,770.12 

Engineering 8,435.86 5,964.91 

Hog cholera serum 6, 143. 60 

58,252.97 35,735.03 

13 



194 



STATE HIGHER INSTITUTIONS OF IOWA. 



Iowa State College of 
Agriculture and Me- 
chanic Arts, total 
expenditures, 1914-15, 
$1,599,430.41. 



State college, exclusive 
of extension and 
service, $1,150,081.67. 



Construction and land, 
$338,336.52. 



Chemical building 

Women's dormitory . . . 
Plant industry build- 
ing: 

Steam and gas labora- 
tory 

Transportation build- 
ing 

Central heating plant. . 

Dormitory annex 10, 

Other buildings 4, 

Grounds, improvement 16 



$128, 
52, 

57, 

13, 

22, 
32, 



096.52 

038.13 

989.84 

247.24 
569. 47 
494.86 
509.94 
498. 30 



Total operating ex-\ 
penses, $687,144.73. /" 



338,336.52 



Special funds, 
$124,600.42. 



Agricultural education. 

Dairy 

Farms 

Horticulture 

Veterinary hospital . . . 
Other department sales 

Hospital 

Storeroom 

Dormitories 

Scholarships 

k Fees refunded 



$2, 418. 86 

38, 500. 71 

23,918.81 

3,594.07 

2,933.29 

14,355.34 

10, 168.28 

10,383.88 

9,995.31 

1,924.96 

6,406.91 

124, 600. 42 



Extension and indus- 
trial service work, 
$449,348.74. 



Construction and land, /Land purchased $10, 875. 00 

$14,778.21. \Drainage and fence — 3, 903. 21 

14,778.21 



Operating expenses, 
$294, 228.82. 



Special fund; 
$140,341.71 



Agricultural experi- 
ment station $19,815.91 

Engineering experi- 
ment station 1, 270. 22 

Veterinary investiga- 
tion 225.67 

Agricultural extension. 1, 038. 48 

Engineering extension. 1, 319. 75 

Serum fund 116,671.68 



140,341.71 



APPENDIX. 



195 



Educational equip- 



Library books,supplies. 
Agricultural division. . 
Agricultural engineer- 
ing 

Engineering. 



'™+ o^f c„™S i Home economics 

ment and supplies, Veter i nary medicine . . 

Industrial science 



$172,218.11. 



Noncollege 

Veterinary practice 

course 

.Summer session 



Instruction,$362,291.87. 



General operating ex- 
penses, $152,634.75. - 



$7,844.52 
63,207.74 

5,095.51 

30,523.53 

25,868.10 

7.172.51 

3, 157. 83 

24,666.87 

1, 588. 77 
3,092.73 

172,218.11 



Labor, 
equipment, 

Salaries, supplies. 

Administration $28, 201 . 33 $9, 347. 00 

Library 7,283.32 

Sunday and general 

lectures 2, 635. 98 

Janitors 16,927.40 2,196.16 

Engineers and firemen. 9, 682. 09 10, 414. 53 

Fuel 30, 227. 47 

Repairs and construc- 
tion 25,661.22 

Advertising 5, 112. 43 

Care grounds 1,701.51 3,244.31 

63,795.65 88,839.10 



Agriculture $122, 918. 01 

Agricultural engineer 14, 137. 25 

ing 

Engineering 90,735.02 

Home economics 64, 060. 63 

Veterinary medicine . . 19, 922. 39 

Industrial science 8, 773. 29 

Noncollegiate 31,747.23 

352,293.82 

Summer term 9,998.05 



362,291.87 



Experimental 
$163,883.32. 



{Agriculture. $60,895.69 

Engineering 8,838.86 

Goodroads 5,670.25 

Veterinary 1,432.58 



$68, 727. 78 
6, 046. 27 
6, 780. 35 
5,491.54 



76,837.38 87,045.94 



f Agriculture $55,753.43 $41,913.08 

Extension work, $130X Engineering 10, 558. 50 6, 753. 58 

345.50. iHog cholera serum.... 7,233.32 8,133.59 

73,545.25 56,800.25 



APPENDIX H. 

DIAGRAMS AND OUTLINE MAPS. 



11,000 



10,000 



9,000 



8,000 



5,000 



3,00O_ 



2,000 



^OOO. 



881 




6,070 



J390 1895 1900 1905 1910 1915 

Private and State College enrollment, Ohio. 



196 



APPENDIX. 



197 



K»,ooq 




104,880 


100,000 






95,000 






90,000 






85,000 






80,000 






70,000 


^ / 

I 


' 


60,000 






50,000 







1835/ I900 1905 

<48,500 



1910 I9!5 



Growth of high-school enrollment, Ohio, 1890-1915. 



198 



STATE HIGHER INSTITUTIONS OF IOWA. 



130,000 



1925 

133,000/ 





J 


125,000. 


i 




I 




I 




j 




7 

t 


I20,000_ 


/ 

/ 








/ 


115,000 


/ 




/ 




/ 


110,000 
I05,000_ 


i 

/ 

#j 107,880 


100,000 




95,000 




90,000_ 


J 


65.000_ 


/ 


(80,000 


l . 


S5,000 





1905 1910 1915 1920 1925 

Forecast of high-school enrollment in Ohio. 



APPENDIX. 



199 







. idiOOO 






/ 


17,000 


v 


/ 

/ 

/ 


16,000 




i 






1 


I5,000_ 


/ 

! 

1 

.1 




»4,0oq 


1 




13,000 


1 




•2,000 


f 

7n,34d 




11,000 


/lO,380 




10,000 






9,000 










/ 8,900 

/ 
/ 


8,000 




/ 


7,000 






V 






/ 




6000 


/6.070 


1 1 1 



1910 /1915 1920 



Forecast of private and State College enrollment In Ohio. 



200 



STATE HIGHER INSTITUTIONS OF IOWA. 



2000,000 20M////O/7 




/890 /895 /900 /SOS /9/0 /9/S 

State expenditures for higher education in Ohio compared with total State expenditures. 



APPENDIX. 



201 



d 






A 



GO 
A o3 






/2.M/ ///o/i 




j/,263,000 



/ 1,125000 



/ J-9J £8,000 

*843/,O00 



'6,260,000 

A46q,ooo 



4,230,000 



4S2.600 



I 






/ - , To fa/ State Expend. 



— Higher Educa7/on 

Ratio /:/0 



Y 86.30O 



/890 /89S /9C0 /SOS /9/0 



/9/S 



State expenditures for higher education in Indiana compared with total State ex- 
penditures. 



202 



STATE HIGHER INSTITUTIONS OF IOWA. 




/890 /89£~ /900 /90S /9/0 /9/& 

State expenditures for higher education in Illinois compared with total State expenditures. 



APPENDIX. 



203 



6CP 



id> 



jp 



o 3 



(B- 



<P C 



M/CU/QA/V 



Total State expen 



Htyher e. 

Urvt V&r. 



Schoo/ of Mines i 

State A/or/ns/ Co//eoe J 

3A/or/77<7/ Schoc/S , 

Per ce n f of to faf State expend^, j 
Un. Alj.C. +Mtn&s worm w?s 



cLzA^c&tt 



cLifvtre. 



on. expend--— — 




MSSfSOO 



I 



i 



- 1 

-L 



/BOO /BOS' /9/0 



State expenditures for higher education in Michigan compared with total State ex- 
penditures. 



204 



STATE HIGHER INSTITUTIONS OF IOWA. 




/890 /SS>5~ /900 /BOS' /9/0 /9/S~ 

State expenditures for higher education in Wisconsin compared with total State ex- 
penditures. 



APPENDIX. 



205 




/S/S 



State expenditures for higher education in Minnesota compared with total State ex- 
penditures. 



206 



STATE HIGHER INSTITUTIONS OF IOWA. 



/,8OO,00O 



/,600pOQ 



/tfOQOOC 



/,2 00,000 



1000,000 



800.00L 



eoo,ooo 



400.001 



zpo,oot % 



ItS 













1 


663^00 


/6 


M/'/Z/o/zs 








1 
1 

1 

1 




/4 










1 
1 

1 
1 




/2 








1 


1 
/,/f3.2Sc 


> 


/o 


/Y/////on 






1 

1 
1 
1 

1 
1 
1 

1 






8 




















i 














1 






6 






/ 
/ 
/ 


1 

'SS7.00C 


/4 


900,000 


4 






/ 
/ 

'3S2.00C 


\ ^* 


"3,600.00 


1 














2 


2.2/S.OOt 




2,334,OOL 


^74O,00C 


) 

HANS 


AS 






/ 




„ 


'176,200 


7o+a/ 


»rs/fy 


OQfid 




>£ 


72&S00 




Highe 
Univt 


tfjEx/xsn 


a. 








Agric 


j/ture t 

noa/Sc/i 


U/s 





/890 /89S /900 /905~ /9/0 /9/S 

State expenditures for higher education in Kansas' compared with total State expenditures. 



APPENDIX. 



207 



)</> 



xfi ooP 



0° 



lZ° ' 



ooo 



l t 0<> ' 



ooo 



^ 



oo° 



eo<» 



00° 



40* 



oo 



BMWon 



//, 582,000 



^ J t, 143. OOO 




1890 1895 I90O 1905 /S/O 1915 

State expenditures for higher education in Iowa compared with total State expenditures. 



208 



STATE HIGHER INSTITUTIONS OF IOWA. 



40QOOO 



eoqooo 




I9'S,000 

3pe,ooo 



/890 /695 /900 /90S /9/0 /9/S 

MO/VTAWA 
Tots / Stzfe expend.. 

/$f-<3f<2 A/or/77&/Scf7QO/ F 

State expenditures for higher education in Montana compared with total State ex- 
penditures. 



APPENDIX. 



209 




id 90 /39S 790D 7903 s 797o /3/^~ 



State expenditures for higher education in Texas compared with total State expenditure 
41817°— 16 14 



210 



STATE HIGHER INSTITUTIONS OF IOWA. 



/,OOOj 



60 O, 



400, 



200, 



000 



000 



000 



000 






8 Million 



OREGON 
Tote/ Stete Expend. 
HicffrerEduc. - 



181,000 



' & 




/^Ch 4,600,000 



3 <2o 



OOq 



51 ^-^g^^ 



/890 /69S /900 /SOS /9/0 /9/S 

State expenditures for higher education in Oregon compared with total State expenditures. 



APPENDIX. 



211 




S09O /eSS /900 /90S /9/Q /3/& 



State expenditures for higher education in Washington compared with total State 

penditures. 



212 



STATE HIGHER INSTITUTIONS OF IOWA. 




Buena Vista College, Storm Lake, Iowa. Distribution of students by counties. 
From outside the State, 3. 




Central College, Pella, Iowa. Distribution of students by counties. 



APPENDIX. 



213 




Coe College, Cedar Rapids, Iowa. Distribution of students by counties. 
From other States, 41 ; foreign countries, 15. Of the 193 students from Linn County 156 
are from the city of Cedar Rapids. 




Cornell College, Mt. Vernon, Iowa. Distribution of students by counties. 
From Iowa, 419 ; from outside the State, 101. Of the non-State students, 46 were from 

Illinois. 



214 



STATE HIGHEE INSTITUTION'S OF IOWA. 




Moines College, Des Moines, Iowa. Distribution of students by counties, 1915-16. 
From Iowa, 381 ; from outside the State, 25. 




Drake University, Des Moines, Iowa, College of Liberal Arts. Distribution of students by 

counties, 1914-15. 
From Iowa, 580 ; from outside the State, 107 ; total, 687. 



APPENDIX. 



215 




Dubuque College, Dubuque, Iowa. Distribution of students by counties. 
Enrollment from outside the State, 31. 




Graceland College, Lamoni, Iowa. Distribution of college students by counties. 
From outside tbe State, 25. 



216 



STATE HIGHEE INSTITUTIONS OF IOWA. 




Grinnell College, Grinnell, Iowa. Distribution of students by counties. 
From 19 other States, 57 ; from foreign countries, 3. 




Highland Park College, Des Moines, Iowa. Distribution of college students by counties 

1914-15. 
From 31 other States, 149"; from foreign countries, 19. 



APPENDIX. 



217 




Luther College, Decorah, Iowa (Collegiate Department) 

counties, 1915—16. 
From Iowa, 30 ; from outside the State, 138. 



Distribution of students by 



) 5 


1 




3 


i 


1 






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| 


1 




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.' 8 




6 


i 

i 
i 


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i 
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— i 

p 


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| 




22 


{ 6 




9 


i 
i 
i 


9 


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i 

i- 

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T 157 


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S 


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— i — 

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f.^ / 



Morningside College, Sioux City, Iowa. Distribution of students by counties. 
From other States, 44 (29 from Nebraska and South Dakota) ; from foreign countries, 1. 



218 



STATE HIGHEK INSTITUTIONS OF IOWA. 




Parsons College, Fairfield, Iowa. Distribution of students by counties. 
Number of students from outside the State, 3. 




Penn College, Oskaloosa, Iowa. Distribution of college students by counties. 
From Iowa, 162 ; from seven other States, 13. 



APPENDIX. 



219 




Simpson College, Indianola, Iowa (College Liberal Arts). Distribution of students by 

counties. 
From outside the State, 17. 




Upper Iowa University, Fayette, Iowa. Distribution of students by counties, 1915-16. 

From other States, 7. 



220 



STATE HIGHER. INSTITUTIONS OF IOWA. 




Wartburg College, Clinton, Iowa. Distribution of students by counties. 
From outside tbe State, 19. 



INDEX. 



Administration, institutional, suggestions regarding, 131-133; State and insti- 
tutional, 125-136, 140. 
Agriculture, Iowa State College of Agriculture and Mechanic Arts, 147-148. 
Angell, J. R., member of survey commission, 8. 
Athletics, inter-institutional, 133-135. 
Babcock, K. C, member of survey commission, 8. 
Bailey, L. H., member of survey commission, 9. 
Board of secondary school relations, 16. 

Boards and State authorities, 15-17. See also State board of education. 
Buildings, costs, 114-116 ; Iowa State College of Agriculture and Mechanic Arts, 

115, 139, 157 ; Iowa State Institutions, 99-113 ; Iowa State Teachers' College, 

115, 157; University of Iowa, 115, 139, 156. 
Calvin, Mrs. Henrietta W., member of survey commission, 9. 
Capen, S. P., member of survey commission, 9. 
Chemistry, Iowa State College of Agriculture and Mechanic Arts, 69, 141-142 ; 

University of Illinois, 141 ; University of Wisconsin, 141. 
Classes, size, 120. 
Classrooms, Iowa State College of Agriculture and Mechanic Arts, 106, 113-114 ; 

Iowa State Teachers' College, 106, 113-114 ; University of Iowa, 103, 105, 113- 

114. 
Claxton, P. P., appointment of survey commission, 8-9. 
Clock hours. See Student clock hours. 
Colleges, distribution of students, 200-208 ; enrollment, 27-30 ; expenditures, 38- 

47 ; number, 25 ; privately supported, 31 ; State supported, 33-47. 
Commercial education, University of Iowa, 96-99, 139. 
Council College, distribution of students, 201. 
Courses of study (credit value), 120; Iowa State College of Agriculture and 

Mechanic Arts, 122 ; Iowa State Teachers' College, 124 ; University of Iowa, 

121. 
Courses of study, higher institutions, student clock hours, 158-183. 
Courses of study, Iowa State College of Agriculture and Mechanic Arts, 90-91. 
Denominational colleges, 31. 

Domestic science, recommendations regarding, 54. 
Drake University, distribution of students, 202. 
Duplication, and the principle of major lines, 48-59 ; " major and service lines 

of work," State institutions, 136. 
Economic science, Iowa State College, 72. 

Education and psychology, duplication of work, 78-83, 137-138. 
Engineering, Iowa State College of Agriculture and Mechanic Arts, 149-150 ; 

readjustment, at State university and State college, 136. 
English, Iowa State College of Agriculture and Mechanic Arts, 72. 
Enrollment, colleges, 27-30 ; secondary schools, 19-21 ; University of Iowa, 37. 

221 



222 index. 

Expenditures, Iowa State College of Agriculture and Mechanic Arts, 192-196; 
Iowa State Teachers' College, 184-188; State institutions of higher educa- 
tion, 88-47 ; University of Iowa, 190-191. 

Extension work, 75-77, 137 ; Iowa State College of Agriculture and Mechanic 
Arts, 147-152 ; University of Iowa, 145-147. 

Finance committee, powers, 128-131. 

Football, intercollegiate, 140. 

French. See Modern languages. 

Geology, Iowa State College of Agriculture and Mechanic Arts, 73-74. 

German. See Modern languages. 

Godfrey, Hollis, member of survey commission, 9. 

Graduate work, 59-65; University of Iowa, 137. 

Gymnasiums, for women, 117. 

High schools. See Secondary education. 

Higher education, 23-33; State supported schools, 33-47. See also Colleges 
and universities. 

Home economics, Iowa State College of Agriculture and Mechanic Arts, 83-85, 
87, 138, 147-148; Iowa State Teachers' College, 84-87, 138; University of 
Iowa, 83, 87, 138. 

Hughes, It. M., member of survey commission, 9. 

Inspector of secondary schools, duties, 16. 

Inspectors of the State department of public instruction, duties, 17. 

Instruction, adequate amount, 118 ; quality, 119. 

Instructional staffs, 117-125. 

Iowa State Board of Education, request for survey, 7-8. 

Iowa State College of Agriculture and Mechanic Arts, administration, 140; 
buildings, 115, 139, 157; chemistry, 69, 141-142; classrooms, 106, 113-114; 
courses of study, 90-91, 166-178 ; credit value of courses, 122 ; discontinuance 
of football, 136 ; economic science, 72 ; English instruction, 72 ; expeditures, 
192-196; extension work, 147-152; graduate work, 62-65, 137; home eco- 
nomics, 83-85, 87, 138, 147-150 ; journalism, 95, 138 ; liberal arts work, 66-75 ; 
literature, 72 ; mathematics, 142 ; modern languages, 142 ; noncollegiate work, 
89-93, 138; physics, 143-144; salaries of professors, 122, 139, 166-178; size 
of sections, 123-124 ; zoology, 144. 

Iowa State Teachers' College, administrative policy, 132-133; buildings, 115, 
157 ; classrooms, 106, 113-114 ; courses of study, student clock hours, 179-183 ; 
credit value of courses, 124 ; duplication, 136 ; expenditures, 184-188 ; home 
economics, 84-87 ; physical education of women, 117 ; psychology and educa- 
tion, 78, 83; salaries of professors, 123, 179-183; size of sections, 124; sub- 
collegiate work, 88-89, 93, 138 ; suggestions concerning, 54-57. 

Iowa State University. See University of Iowa. 

Journals, letter addressed to, by survey commission, 155. 

Journalism, courses, 93-95; Iowa State College of Agriculture and Mechanic 
Arts, 95, 138 ; University of Iowa, 93-95, 138. 

Land-grant colleges, conflicts and duplication arising through, 49. 

Liberal arts, Iowa State College, 137. 

Library, University of Iowa, 108. 

Literature, Iowa State College of Agriculture and Mechanic Arts, 72. 

Mathematics, Iowa State College of Agriculture and Mechanic Arts, 142. 

Modern languages, Iowa State College of Agriculture and Mechanic Arts, 142. 

Museum, University of Iowa, 109-110. 

Music, recommendations regarding, 54. 

Natural science building, University of Iowa, 110-111. 



INDEX. 223 

Noncollegiate work, 88-93. 

Physical education, women, 116-117. 

Physics, Iowa State College of Agriculture and Mechanic Arts, 143-144. 

Population, school, 17-19. 

Presidents, higher institutions, position, 128-131. 

Professors, Iowa State institutions, 117-125 ; salaries. See Salaries. 

Psychology and education, duplication of work, 78-83. 

Recommendations, summary, 58-59, 136-140. 

Salaries (professors), Iowa State College of Agriculture and Mechanic Arts, 
122, 139, 166-178; Iowa State Teachers' College, 123, 179-183; University of 
Iowa, 121, 139, 158-166. 

School population. See Population, school. 

Secondary education, 15-23. 

Secondary schools, enrollment, 19-21. 

Sectarian colleges, 31. 

Sections (size), Iowa State College of Agriculture and Mechanic Arts, 123-124; 
Iowa State Teachers' College, 124; University of Iowa, 121, 124. 

Spanish. See Modern languages. 

State board of education, finance committee, 15 ; membership and duties, 15 ; 
organization, 128.. 

State board of educational examiners, powers, and functions, 17. 

State institutions of higher education, 33-47. 

State superintendent of public instruction, duties, 16-17. 

Students, clock hours, 158-183 ; distribution, colleges, 200-208. 

Subcollegiate work, 88-93; Iowa State College of Agriculture and Mechanic 
Arts, 138 ; Iowa State Teachers' College, 138. 

Survey commission, members, 8-9; organization and meetings, 9-14. 

Teachers, Iowa State institutions, 117-125. 

Teachers' college. See Iowa State Teachers' College. 

Teachers' salaries. See Salaries, professors. 

University extension. See Extension work. 

University of Illinois, Chemistry, 141. 

University of Iowa, administrative policy, 131-132; buildings, 115, 139, 156; 
classrooms, 103, 105, 113-114; commercial education, 96-99, 139; courses of 
study, student clock hours, 158-166 ; credit value of courses, 121 ; education, 
philosophy and psychology, 78-80, 83; engineering, 136; enrollment, 37; 
expenditures, 190-191; extension work, 145-147; graduate work, 59-62; 
gymnasium for women, 117 ; home economics, 83, 87, 138 ; journalism, 93-95, 
138; library, 108; library and auditorium, 112; museum, 109-110; natural 
science building, 110-111; professors' salaries, 121, 139, 158-166; proposed 
botany and geology building, 108-109; size of sections, 121, 124; space and 
occupancy of buildings, 109 ; statistics of expenditures, 42-47. 

University of Wisconsin, chemistry, 141. 

Women, housing, 153-154; physical education, 116-117, 139. 

Zoology, Iowa State College of Agriculture and Mechanic Arts, 145. 

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